I would suggest investing a little time in your website UI, it screams LLM generated right away and I can’t get an immediate sense of what the actual UI might look like right away. I really like the first animation but it’s unclear if that’s what the UI is or if that’s just a pitch correction generic animation.
Just a little bit of human-touch design in the website could go a long way towards the trust of the software. For example melodyne’s website shows me their (arguably outdated) UI right on the main page. I already know what they do as most will with a pitch correction software, so they just have a short blurb, an image of their actual product, and some links. Not saying you should copy this exactly, but if I’m looking around for something other than the industry standard I need to know I can trust it and I need to know what it looks like without downloading it first.
Thanks for the feedback! Will definitely take into account. This is still very much an early version, and so there is a lot of work still to be done. But the feedback is good, thanks.
I also find myself constantly using search engine conversions because it’s easier to type in plain text rather than scroll through a menu of [class of unit] and [specific unit]. Plus I have a browser open a lot of the time. I’m using kagi and my main complaint with their unit conversion is that you can’t modify the values in the results. If I type “in to mm” it defaults to 1 inch = 254mm, and I have to explicitly search for, say, “45 in to mm” each time. Being able to just search the first one and then type in my value on either side of the conversion is something that other engines do well
Heads-up, we just shipped a small widget for calculator, unit conversion, and top 10 currency conversion, rates checked against the European Central Bank daily. It can be enabled in the settings.
I might look into some opt-in setting that enables some regex patterns to do things like that. I'm not so sure about currency rates unless we only sync that once per day, as a scheduled job, for example. That might work.
Your website seems like a lot of fluff without actually giving me a concrete example on what Next Move Theory is, just my experience from glancing at it
I always absolutely hated when a teacher did a reverse classroom and I had to “learn” at home and then practice in the classroom. I think the solution is more engaging lessons and less outside work. I know why homework exists, but homework is a chore that most people want to get done as fast as possible. If kids got to learn something interesting in school and then have their free time after school, there would be less dependence on AI. If they’re interested in the topic, they’ll put more effort into it. If not, they were never going to retain it anyway
When left to their own devices, 99% of children are not interested enough in math, history, literature, languages, or almost any other school subject to engage with it willingly. Only teaching "interesting" things that kids are "interested" in is both impossible (too many varied kids per class for that to work 100% of the time) and even if possible, would leave kids with zero practical knowledge, because learning most of that stuff is not something kids inherently want to do.
College is different, because theoretically you should be taking classes that are relevant to your field (although there are still "core" requirements that are somewhat high-school adjacent).
I’m not saying only teach interesting things, I’m saying teach things in an interesting and engaging way so that kids don’t feel the need to cheat their way through it to just get it done.
College is a different dynamic from a middle/high school classroom, but I don’t remember 95% of the material from my college engineering classes anyway, it’s the problem solving and information finding that I’ve retained and have helped me do the things I do. I remember the stuff from the classes that taught me the material in an engaging way though.
>I’m not saying only teach interesting things, I’m saying teach things in an interesting and engaging way so that kids don’t feel the need to cheat their way through it to just get it done.
"Just do it right and it won't be a problem." This is not an actionable plan. What is engaging? Who gets to decide that? The teacher? The students? The parents? How do deal with certain kids finding different approaches more or less engaging? How do you expect a teacher to curtail their teaching approach to dozens of children at the same time?
> homework is a chore that most people want to get done as fast as possible
Worksheets certainly are. But good homework, even if it's challenging, is what makes a reasonably fast-paced course even possible. In a well-paced university course you're typically spending proportionally several times as much time working on it out of class than you are in class. Then class time is both preparation and catch-up, similar to office hours.
This was true of my most demanding humanities courses (sometimes reading 100 pages a week directly from academic journals, not easy reading) as well as my most challenging math courses (group theory, ring theory). Once the pace gets fast, there just isn't enough time for you to learn everything you need to inside the classroom anyway.
And in those classes, where homework was really essential for learning at the required pace and depth of mastery, my instructors didn't even need to factor the homework into my grades at all. In some of them, we could get "feedback" on homework but it was never officially recorded in our grades... and yet, anyone who didn't do it would fail the next test. If homework doesn't have that characteristic, it probably doesn't need to be assigned at all.
If "flipped classroom" means that students are expected to do all of their homework in class, then indeed it'll feel like a waste of time to many of the smarter kids, and it will also just be unfeasible for advanced courses (which theoretically should be most courses in a university, though it currently isn't). But if it means "we don't even have time to lecture you on every single thing you need to learn, therefore you must arrive already having done the reading and the exercises, and we'll use this time to help clear up misunderstandings"... that's already how classes for grown-ups are in universities.
>If kids got to learn something interesting in school and then have their free time after school, there would be less dependence on AI.
Kids get to learn lots of interesting things in school. The problem is that they're kids! They want immediate gratification from phones/games/recess, not to do the hard work of learning.
Work on a physical project, get into hardware design, build something physical. Even if you use AI for some of the research you’ll still be thinking a lot more than you will doing things that can entirely be validated with a chatbot
I’ve only been doing hardware for a few years, and I’m not the best in the world at it but I still find a lot of joy in building something with my hands and seeing it work. Definitely not too late in your thirties to get into anything, even woodworking or product design or sewing or anything physical with an intellectual challenge behind it.
Red vs orange vs yellow is not the same as green vs cyan vs blue though. Red and orange and yellow are the same distance on the color wheel as green and blue and purple, so you could do this same thing with red/red-orange/orange or the orange to yellow spectrum exclusively.
Just a little bit of human-touch design in the website could go a long way towards the trust of the software. For example melodyne’s website shows me their (arguably outdated) UI right on the main page. I already know what they do as most will with a pitch correction software, so they just have a short blurb, an image of their actual product, and some links. Not saying you should copy this exactly, but if I’m looking around for something other than the industry standard I need to know I can trust it and I need to know what it looks like without downloading it first.