Если в вашей компании инженеров называют «айтишниками», бояться уже нечего: вас взломали ещё на прошлой неделе.
If your company refers to engineers as the IT department, you have nothing to worry about. You were already breached last week.
Если вы еще ничего не слышали про уязвимости в PHP и Node.js, то и не надо начинать нервничать в пятницу вечером 😄
If your company refers to engineers as the IT department, you have nothing to worry about. You were already breached last week.
Если вы еще ничего не слышали про уязвимости в PHP и Node.js, то и не надо начинать нервничать в пятницу вечером 😄
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Kristina Kallas (Estonian education minister): what humans should learn when AI knows everything
TEDx, 14 min: https://www.youtube.com/watch?v=44St9MoJU0E
Kallas uses Bloom's taxonomy. Lower-order thinking (remember, understand, apply) is what AI already does better; higher-order thinking (analyse, evaluate, create) is what schools must now train, after 200 years focused on the lower order.
• The brain defaults to a low-energy cached mode. Her example: stereotypes as "learn once, never relearn."
• Her claim: even before ChatGPT, two-thirds of the workforce had literacy, numeracy and digital skills below what computers could do.
• Estonia's response from age 12–13: shift the curriculum to analysis, evaluation and creation with AI as tutor, give students AI licences, and train teachers. The aim is to use AI wisely, not a lot.
• Her analogy: AI is evolutionary cognitive pressure, like the printing press. It either forces higher-order thinking or becomes a crutch.
TEDx, 14 min: https://www.youtube.com/watch?v=44St9MoJU0E
Kallas uses Bloom's taxonomy. Lower-order thinking (remember, understand, apply) is what AI already does better; higher-order thinking (analyse, evaluate, create) is what schools must now train, after 200 years focused on the lower order.
• The brain defaults to a low-energy cached mode. Her example: stereotypes as "learn once, never relearn."
• Her claim: even before ChatGPT, two-thirds of the workforce had literacy, numeracy and digital skills below what computers could do.
• Estonia's response from age 12–13: shift the curriculum to analysis, evaluation and creation with AI as tutor, give students AI licences, and train teachers. The aim is to use AI wisely, not a lot.
• Her analogy: AI is evolutionary cognitive pressure, like the printing press. It either forces higher-order thinking or becomes a crutch.
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