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Bill Gates and Linus Torvalds meet for the first time.

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  • Elon Musk’s SpaceX Starship explodes on test stand

    Technology technology
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    M
    Are the cars shitty, or are they ranked 3rd?
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    A
    It was very boring.
  • uBlockOrigin is porting uBOL to iOS and macOS

    Technology technology
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    C
    Will never happen unfortunately
  • I'm making a guide to Pocket alternatives: getoffpocket.com

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    B
    Update: https://lemmy.world/post/31554728
  • lemm.ee is shutting down at the end of this month

    Technology technology
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    vopyr@lemmy.worldV
    If I know correctly, it is not possible to export posts, comments, replies.
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    alphane_moon@lemmy.worldA
    I don't drive and have minimal experience with cars. Does it make a big difference whether your Android Automotive solution is based on Android 13 or 15? It's been a long time since I've cared about OS upgrades for Android on smartphones, perhaps the situation is different with Android Automotive?
  • AI cheating surge pushes schools into chaos

    Technology technology
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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.
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    kolanaki@pawb.socialK
    I kinda don't want anyone other than a doctor determining it, tbh. Fuck the human bean counters just as much as the AI ones. Hopefully we can just start growing organs instead of having to even make such a grim decision and everyone can get new livers. Even if they don't need them.