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Elon Musk wants to rewrite "the entire corpus of human knowledge" with Grok

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    W
    it would be interesting to hear your opinion, @Pro@programming.dev, why did you think you want to post this here
  • Patreon will increase the cut it takes from new creators

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    F
    Not growing at an absurd rate doesn’t mean their business model is stagnating.
  • Cloudflare built an oauth provider with Claude

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    A
    I have to say that you just have to sayed something up
  • AI cheating surge pushes schools into chaos

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    C
    Sorry for the late reply, I had to sit and think on this one for a little bit. I think there are would be a few things going on when it comes to designing a course to teach critical thinking, nuances, and originality; and they each have their own requirements. For critical thinking: The main goal is to provide students with a toolbelt for solving various problems. Then instilling the habit of always asking "does this match the expected outcome? What was I expecting?". So usually courses will be setup so students learn about a tool, practice using the tool, then have a culminating assignment on using all the tools. Ideally, the problems students face at the end require multiple tools to solve. Nuance mainly naturally comes with exposure to the material from a professional - The way a mechanical engineer may describe building a desk will probably differ greatly compared to a fantasy author. You can also explain definitions and industry standards; but thats really dry. So I try to teach nuances via definitions by mixing in the weird nuances as much as possible with jokes. Then for originality; I've realized I dont actually look for an original idea; but something creative. In a classroom setting, you're usually learning new things about a subject so a student's knowledge of that space is usually very limited. Thus, an idea that they've never heard about may be original to them, but common for an industry expert. For teaching originality creativity, I usually provide time to be creative & think, and provide open ended questions as prompts to explore ideas. My courses that require originality usually have it as a part of the culminating assignment at the end where they can apply their knowledge. I'll also add in time where students can come to me with preliminary ideas and I can provide feedback on whether or not it passes the creative threshold. Not all ideas are original, but I sometimes give a bit of slack if its creative enough. The amount of course overhauling to get around AI really depends on the material being taught. For example, in programming - you teach critical thinking by always testing your code, even with parameters that don't make sense. For example: Try to add 123 + "skibbidy", and see what the program does.
  • Duolingo CEO tries to walk back AI-first comments, fails

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    kingthrillgore@lemmy.mlK
    I think on iOS they added a thing where it would change based on the days you didn't use Duolingo. Honestly at this point I think it speaks more about the sorry state of their company more than anything.
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    Oh sorry, my mind must have been a bit foggy when I read that. We agree 100%
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    K
    I wish the batteries were modular/interchangeable. You could just pull into a station, remove the spent battery and replace it with a full one, the spent one can then just get recharged and stored at the station for the next user to change out. You could even bring some extra ones in the trunk for a long trip!
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