“From the School of Special Education El Molino of Pamplona we decided to participate in the Human AI project in order to give voice and visibility to people with intellectual disabilities in the development of new tools or applications with Artificial Intelligence (AI)”.
Natalia Galbán – Docente en el Colegio de Educación Especial El Molino
At Human AI, we believe in the potential of artificial intelligence to improve people’s lives. That is why we are committed to the application of Human AI in centers such as El Molino Special Education School, a project that allows accessibility to tools with artificial intelligence for people with intellectual disabilities. This project represents a technological advance and a commitment to inclusion.
Key points of the project:
Professional support and human accompaniment: we provide educators and professionals with assessment and analysis tools based on the needs of each student.
Inclusion and accessibility to artificial intelligence tools: we develop intuitive and accessible tools, ensuring that people with intellectual disabilities have an active presence in the digital world.
Assessment, personalization and training in social-emotional skills and competencies: we offer personality and social-emotional competency assessments that are immediate, accurate and easy to interpret, allowing for more effective and personalized interventions.
At Human AI, we are convinced that the collaboration with the Molino School is just the beginning of a path of working together to build a more inclusive and accessible future for all people.
https://i0.wp.com/humanaitech.com/wp-content/uploads/2024/03/Innovacion-inclusiva.png?fit=2322%2C1196&ssl=111962322Fatima Rosellhttps://humanaitech.com/wp-content/uploads/2022/05/Logo-180x180.pngFatima Rosell2024-03-30 04:12:392024-04-01 17:31:03Inclusive innovation: empowering capabilities with AI
Tech for Humanity Summit, held in Bilbao from March 11-13, was a global event on technology and humanity that brought together innovators and social entrepreneurs from around the world. Organized by Ashoka and BBK, the meeting served as a platform for collaboration and the exchange of cutting-edge ideas, with the common goal of creating a future in which technology is used to benefit the common good.
Event participants – including María Beunza, CEO of Human AI – had the opportunity to network and forge strategic alliances. Social entrepreneurs, business leaders and philanthropists gathered to discuss and develop new initiatives to ensure that technology is a positive and transformative force.
Antonella Broglia – Ambassador of Ashoka Spain, presenter of the event and member of the Innovactoras Association – proposed to flee from dystopian visions and – instead of falling into the typical apocalyptic perspectives on the struggle between humans and machines – wanted to enter into a constructive public debate on artificial intelligence (AI). A debate that, far from generating fear, encourages action and critical reflection.
Artificial intelligence at the service of society
Nora Sarasola – Director of BBK’s Social Work – pointed out that AI will be integrated into all areas of life, from industry to health, education and the environment. Its impact, both positive and negative, will be gigantic, so it is crucial to work together to ensure that AI is at the service of society. And it is precisely against this backdrop that Tech Humanity has emerged, an initiative of BBK and Ashoka that seeks to bring order to the multiplicity of ideas and messages about AI, offering hope about its applications and its influence on society.
“We want to combine the best of Artificial Intelligence with the best of human intelligence.”
Tech Humanity is committed to a humanistic approach to AI, combining the best of artificial intelligence with the best of human intelligence. Its goal is for AI to be at the service of society, and people at the center of AI, as a tool capable of generating positive impact.
Nora highlighted BBK’s collaboration with Ashoka, the world’s largest network of social entrepreneurs: leading entrepreneurs in the use of AI for the common good, with the aim of protecting citizenship, democracy and coexistence.
Social Entrepreneurs: Architects of a Sustainable Future
These social entrepreneurs, with a clear vision of systemic change, have demonstrated their effectiveness in solving social problems through the application of technology.
“So what is a social entrepreneur?”. A social entrepreneur is an individual with a vision and an obsession to solve: a social problem,” Antonella emphasized. Her success is not measured in economic terms, but in the positive impact she generates in society: “How much life transformed, how much suffering I have eliminated, how many serious problems I have removed from circulation and in all social fields”. In addition, he added, social entrepreneurs:
They address root causes: They do not limit themselves to superficial solutions, but seek to understand and attack the root causes of problems.
They have a proven impact: Their models are already working and have transformed the lives of thousands or even millions of people.
They influence public policy: Their work has the capacity to change the way things are done, to change laws, reaching the political level.
Imagining the future of education with AI
One of the social entrepreneurs who opened the event was Antonio García Vicente, a 16-year-old with a great passion for education and technology, who invited with his presentation to reflect on how artificial intelligence (AI) can transform the education of the future.
Antonio – involved since the age of 6 in the world of programming – recognized the importance of education as a tool for change. And it is in this educational context that AI emerges as a powerful ally to democratize education and make it accessible to all. “And what is the potential of AI in education?” he posed.
Bridging the education gap: AI can help fill the teacher shortage in rural or hard-to-reach areas, providing quality education to all children and youth.
Personalize learning: AI can adapt to the individual needs of each student, creating personalized and inclusive learning experiences.
Empower creativity: AI can help students visualize their ideas, evaluate and optimize them, boosting their ability to think creatively.
Cater to diversity: AI can facilitate the integration of students with different cultures or disabilities, creating inclusive and accessible classrooms.
Antonio invited us to imagine a future where AI is used responsibly to build a better world. A future where education is of quality, accessible and inclusive for all. However, he cautions that AI cannot replace the work of teachers. Human interaction is fundamental for the social and emotional development of children. It is necessary to use AI responsibly and ethically, to prevent it from becoming a threat to humanity.
“Artificial intelligence is here to help us but it will never be able to replace a teacher completely. When we are children we spend a large part of our time at school and it is something vital not only for our educational formation but also for our formation as people; and that is why the human side of teachers is so important, as they transmit values that are impossible to program in a machine.”
A forum for debate and reflection
Tech for Humanity was presented as a forum open to participation through round tables, debates, interviews and conferences. The objective was to learn from social entrepreneurs and to explore the application of their innovative solutions. It is an effort to build a better future for all, where AI is put at the service of the common good. Nora invited “all citizens to feel involved, to understand all these issues and the potential and the risk that artificial intelligence poses, to understand that it is part of our daily lives – whether we want it or not – and that we can have a collective debate”.
“It is time to understand that we have a responsibility to use it to build a better future,” he said at the close of the event. Tech for Humanity therefore stands as a voice for the defense of thought, reflection, clarity and the coexistence of technology and humanity.
https://i0.wp.com/humanaitech.com/wp-content/uploads/2024/03/Banner-option-02-copia3-2048x683-1.webp?fit=2048%2C683&ssl=16832048Fatima Rosellhttps://humanaitech.com/wp-content/uploads/2022/05/Logo-180x180.pngFatima Rosell2024-03-30 03:38:512024-04-01 17:28:54A hug between technology and humanity
“Conventional ways of educating need a change of frameworks, cultures and mindsets to build a solid collaborative process based on social-emotional competencies needed for this 21st century.”
The objective of this Congress – which took place on February 22 and 23 virtually and in deferred mode to facilitate the participation of the entire educational community – was to contribute to a positive approach to human functioning from which to offer answers to the demands arising from the changes occurring in modern societies at the present historical moment. It highlighted the role of the educational system and institutions in fostering the development of socioemotional competencies, multiple intelligences and diversity, through the use of innovative digital and pedagogical methodologies.
Proposals were presented in several languages, and all the papers defended during the congress will be part of different books published by Dykinson, Ediciones Egregius, prestigious publishers included in the SPI Index.
Social-emotional competencies are non-cognitive skills that are fundamental to people’s ability to adapt to social and professional situations. In the field of Vocational Training, international organizations such as the OECD (Organization for Economic Cooperation and Development) recognize the importance of developing these competencies, applying the Big Five personality model, also called OCEAN, as a reference framework. Along the same lines, Organic Law 3/2022 on Vocational Training defines socioemotional competencies as “those that are considered necessary for personal fulfillment and development, to participate actively in society or to improve employability whose development is carried out by multiple means, and is incorporated in any vocational training offer insofar as it promotes the integral development of the person” and establishes their analysis and learning as an obligation.
On the other hand, the literature on labor market prospection studies and analysis of the skills demanded for employment suggests that together with the specific “know-how” of the technical competence of each position, companies are increasingly demanding and prioritizing socioemotional skills as a key factor in the hiring and promotion of their workers.
Assessment and Orientation of Socioemotional Competencies applying AI
Considering this background, the Integrated Vocational Training Center of the Sea of Gijon assumes the objective of facilitating self-knowledge, reflection and training of socioemotional competencies of its students, as an essential part of their professional profile and the formation of their character and personal maturity.
To achieve this, it uses the Human AI application. This artificial intelligence model processes natural language in context so that from a text of about a thousand words it identifies and describes 35 personality parameters and socioemotional skills based on the OECD model.
Three personalized reports are generated for each student focused on three basic dimensions for professional and personal training: the general analysis of socioemotional skills, their relationship with entrepreneurship and their assessment from the perspective of employment orientation.
Employability benefits by applying Human AI
The employability development model, based on the use of the HumanAI application, used by CIFP del Mar represents an opportunity to systematize a methodology for the assessment and comprehensive development of employability competencies, helping students to improve their knowledge of socioemotional competencies and understood as opportunities and strengths, allowing them to transfer them to their curriculum vitae and personal brand.
This model also allows group and individual activities for the training and development of these competencies to be carried out during the course, in the different subjects of the training curriculum. In addition, it allows to know and prioritize the learning of socioemotional skills that companies in the maritime and fishing sector consider key to employability. And, finally, it allows to follow up the students, once they have finished their studies, to know their degree of professional insertion and relate it to their socioemotional competences.
QUESTIONS AND ANSWERS
After the presentation of the project on this platform, the possibility of participation was opened, in which participants were able to launch their doubts, questions and queries about it. The CIFP del Mar team – Indalecio Estrada Lozano (Director), Javier Sánchez Piquero (Secretary) and Roberto Suárez Malagón (Professor of Vocational Guidance and Head of Accreditation of Professional Competences in Vocational Training), and on behalf of Human AI Beatriz Abad-Villaverde (Psychologist of the National University Pedro Henríquez Ureña) were answering the corresponding queries.
“Has it already been possible to test the outcome on the employability of the students?”.
“We have been applying this tool for two school years with an important group of our students during their formative period (two school years) at the center. All of them have a socioemotional competencies report that firstly serves as a basis for self-reflection and to improve their self-analysis.
Secondly – based on the content of the report – some group and individual activities are carried out in the classroom to develop and improve the areas for improvement and the competencies that we consider key for employability (given that the companies where these students are going to do their mandatory internships have also answered a basic questionnaire on which competencies they consider key in their work environment).
Thirdly, the students leave their personal e-mail address so that we can follow up on their professional situation two years after the report has been completed (where they work, in what professional category, what socioemotional competencies they see as most important at that moment in their lives). Except for some cases of students who have continued their training (for example in the university degree of marine or nautical or also in other training cycles) all the students who have answered us are working in the maritime fishing sector and confirm the importance of the competences they learned in their training period through this activity. Roberto Suárez Malagón.X
To what extent do students feel a sense of ownership of the reports they get?”
Regarding student identification with their personal reports, on a scale of 1 to 4, where 1 is little identification and 4 is maximum identification, the average is 3/4; especially, curiously, in the section of the reports that determines the areas for improvement (those socioemotional competencies that the participating student has below average and that should be improved). Roberto Suárez Malagón.
Is there an instance where, once the student has read the report, he/she is given feedback on the results? Do you have teachers/tutors who propose concrete actions to improve those less pleasing aspects?
The reports of the students participating in the project are socialized mainly by three teachers of the center. The project is coordinated by the Training and Vocational Guidance Department of the center. And within this project there is a counselor who knows many of the participating students through regular individual interviews focused on personal guidance and improvement of emotional well-being.
In addition, some tutors of the groups of participating students also collaborate by analyzing the content of the reports and giving their assessment of their content, taking into account that in formal vocational training there is not formally a specific tutoring period, as is the case in the non-university compulsory education stage.
On the other hand, the main socioemotional competencies of the OCDE’s “Big 5” model, which we use as a reference in the center and in HumanAI, are developed and trained through specificactivities carried out in two modules: the Training and Work Orientation module and the Business and Entrepreneurship module.
Examples of activities: critical analysis of the content of news and reports and oral presentation of the conclusions; development of oral communication and assertiveness; time management activities, planning and determination of achievements/goals; work with business management simulators to develop skills such as initiative, planning, collaboration and teamwork…etc.
These are two transversal modules that are included in the curriculum of all vocational training cycles at both the intermediate and higher levels (and with the changes introduced by the new Organic Law on Vocational Training 3/2022, they continue to be included in the curriculum, becoming even more important with a specific reference to working with socioemotional competencies and are now called professionalizing training itinerary I and II).
In the teaching-learning process of these two modules and especially in the Entrepreneurial Initiative Enterprise (EIE) module, specific activities for the development of socioemotional competencies are worked on according to the mentioned OECD model.
In fact, the socioemotional competency reports serve as a first starting point for self-knowledge and reflection and to organize these competencies according to the interests and starting point of each student. Roberto Suárez Malagón.
In early stages of the development (or approach towards the development) of socioemotional competencies, don’t you think that the ability to self-perceive or self-recognize emotions and their expression in the individual may be more relevant?
Certainly, talking about socioemotional competencies and emotions is closely related and many of the factors included in the OECD model of the Big Five fit into the field of emotions. We, with vocational training students who are older and more and more people who are working and therefore already have an important maturity and experience, try to redirect the idea of socioemotional competencies to this approach of self-knowledge and emotions, how the world is perceived and how one reacts to stimuli of all kinds. But what is really fundamental is the recognition of one’s own emotions.
Do you think that the extension of this amount of parameters and reports can cause an over-complexity of the subject that prevents students from improving effectively? Do you think it would be possible to approach it from basic socioemotional competencies whose mastery could facilitate the development or assimilation of dependent or more complex competencies?
Indeed, we talk about 35 factors that are explained in the reports we give to the students, although we then redirect them to a maximum of 5 or 10 factors that we consider key, for example, responsibility, assertiveness, the need for achievement or emotionality. We agree that it is necessary to simplify the list in order to focus on these basic emotions.
In the current learning context, the identification of tools that enhance the employability of our graduates is of great interest. Do you consider the proposed model replicable in the field of higher education? Specifically in the field of Architecture and Engineering studies.
“We are currently collaborating with several universities that have implemented programs aimed at increasing the employability of their students using our artificial intelligence tool.
These programs apply Human AI to evaluate the socioemotional competencies of their students and use these evaluations to design personalized training itineraries that allow them to acquire transversal competencies for employment. Thus, when they finish their university studies, students who have participated in these programs have the knowledge and technical skills specific to their degree and the employability skills that are most valued by companies and organizations when hiring employees”. Beatriz Abad-Villaverde
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There are many elite athletes who have shared and made visible their own situations and mental health problems in the face of the demands of a sport that puts 100% of their physical and emotional capabilities.
“I never would have thought I would get mentally ill from a sport I loved so much.”
“For me at the time, the expectations were much higher than the level I was at at the time. The pressure got the better of me, the anxiety overcame me.”
Sport as a daily exercise practice is undoubtedly one of the best allies of mental health, however, taken to extreme levels – and without adequate socio-emotional development -, it can become the biggest rival of mental health.
When you end up straining the muscle without training it and training it breaks down, so does the psyche.
Essential training: mental health
The importance of mental health is one of the most current issues of our generation. And it is no less so in a context in which we live in a continuous level of high demand; where stress, pressure, concentration and expectations are the daily bread.
Athletes internalize from the first training session that they must work hard to arrive, to win, to reach the goal, the record. At the same time, it is important to differentiate virtues such as perseverance, hard work, resilience and self-improvement from other types of utopian demands, toxic thoughts and vitiated attitudes that endanger mental and emotional health, and therefore sporting performance itself.
Sports mental health is not simply having high emotional resilience in the face of stressful situations. It is a holistic approach: tools, inner mechanisms and mental, social and emotional habits capable of balancing the different dimensions of the person; allowing to perform better in competition and above all generating an integral well-being.
The most widespread problems
“We hear a lot about post-Olympic depression, but I haven’t seen any research on mental health before the Olympics,” comments Zoe Poucher in her research exploring the prevalence of symptoms of common mental disorders among elite Canadian athletes in the wake of Olympic gymnast Simone Biles’ mental health retirement.
According to this study conducted at the University of Toronto, depression, anxiety and eating disorder are the most widespread problems in athletes, with depression being the most significant.
With situations such as depression, it becomes essential to give the necessary importance and space to these mental health issues in the sports career, from training, competitions to the athlete’s retirement.
Facing these types of realities does not by itself enable one to know how to manage them.
Young people cared for, successful athlete
Why not work on and develop prevention and training programs? Do we have to reach the limits of performance to become aware that emotional management and mental health are essential? Why not work with the youth, the children who are just starting to train, the sports clubs?
Working and taking care of the psychic and emotional dimension from the beginning: self-knowledge, mental strategies, concentration mechanisms, stress management, self-esteem, empathy, mutual support, etc. will ensure that in the long term young athletes will be able to reach the highest level in a healthy way, enjoying themselves and without breaking down psychologically.
No sporting success can compensate for the enormous sacrifice of one’s own well-being and personal happiness.
https://i0.wp.com/humanaitech.com/wp-content/uploads/2023/10/victoria-scaled.jpg?fit=1707%2C2560&ssl=125601707Fatima Rosellhttps://humanaitech.com/wp-content/uploads/2022/05/Logo-180x180.pngFatima Rosell2024-03-07 17:27:302024-03-13 14:28:14Without well-being there is no real victory
Personality, Culture and Innovation: Relationships between Personality Traits and National Innovation Scores
Innovation is a complex process that requires a range of skills and characteristics such as creativity, problem-solving ability and strategic vision. Is it possible that personality also plays a role in innovation? And in culture?
Historically, the belief in the variability of personality traits according to geographic location has been held, an assumption that has aroused deep interest in the academic community. However, systematic exploration of the global distribution of personality profiles has received little scrutiny to date.
Studies conducted at the nation-state level open a door to understanding how collective personality characteristics can influence a country’s ability to innovate. This is not only relevant from an academic point of view, but also has practical implications for governments and institutions seeking to drive economic growth through innovation.
OCEAN Model
The results of a large body of academic research show the benefits of using the five-factor personality model to accumulate and communicate empirical findings. The findings have numerous implications for research and practice in personnel psychology, especially in the subfields of selection, personnel training and development, and performance evaluation.
An essential aspect of this analysis is the relationship between “Openness to Experience” and innovation. The results suggest a strong positive correlation between Openness to Experience at the national level and innovation scores in terms of both input and output. This indicates that societies that value creativity, curiosity and exploration tend to be more innovative.
On the other hand, “Agreeableness” is also positively related to innovation inputs. This suggests that nations where people are more friendly and cooperative may be prone to collaborate on innovative projects and generate an environment conducive to the development of novel ideas. This has important implications for promoting collaboration and teamwork in education and business.
In contrast, no significant relationship was found between “Conscientiousness” and innovation inputs or outputs. This may indicate that perseverance and self-regulation, while valuable at the individual level, may not be as directly related to innovative successes at the national level.
Research therefore suggests that certain personality traits, such as openness to experience and friendliness, are associated with a greater capacity to innovate. At this point, it is essential to mention the educational ecosystem as a formative and transformative agent capable of creating an innovative learning environment.
Other research also suggests that cultures can influence innovation. Cultures that value creativity, experimentation and cooperation may be more likely to generate innovative ideas.
The results obtained indicate that distance from the equator and average temperature do not exhibit significant relationships with personality factors. However, when cluster analysis and multidimensional scaling techniques are applied, interesting patterns are revealed. It can be seen that geographically close cultures tend to share similar personality profiles, suggesting the existence of cultural and geographic influences on the formation of collective personality traits.
A particularly relevant finding is the distinction between European and American cultures, on the one hand, and Asian and African cultures, on the other. The former exhibit higher levels of extroversion and openness to experience, but lower friendliness. This dichotomy points to the importance of considering cultural and regional factors in the study of personality traits at the global level.
However, it is important to emphasize that the differences observed between cultures could derive from multiple sources. Genetics and cultural characteristics are just some of the potential influences. To further elucidate the origins of these geographical divergences in personality traits, acculturation studies and the analysis of other natural experiments that address this complex phenomenon are required.
Fostering innovation to drive growth
Research on the relationship between personality, culture and innovation reminds us that innovation is not simply a product of investment in research and development, but is also rooted in people’s psychology and cultural dynamics. Therefore, governments and financial institutions interested in fostering a country’s economic growth need to consider promoting environments that encourage openness to experience, collaborationand creativity. This could translate into promoting soft skills education, diversity and inclusion in the workplace, and investing in the creation of workspaces that foster creativity and collaboration.
These findings therefore provide a valuable starting point for future research and raise significant questions that transcend the boundaries of psychology and geography. By deepening the understanding of the relationship between personality, cultures and geolocation, the foundations are laid for the development of more informed policy and educational strategies that stimulate innovation on a global scale.
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The IRIS awards – organized by the Digital Innovation Pole of Navarra (IRIS) – annually recognize and reward the best initiatives and projects in the field of digitization, serving as a platform for dissemination and promotion of digital transformation in companies, entities and organizations in Navarra.
“We want this Digital Innovation Pole not only to be a place of work, but to constitute an ecosystem in which innovation and technology coexist, bringing all this knowledge to companies, research and citizens so that it translates into tangible benefits for the whole of Navarre.”
Speech by Juan Cruz Cigudosa Cigudosa, Regional Minister of University, Innovation and Digital Transformation of the Government of Navarre
More than 150 people attended the presentation of these awards, promoted by the Government of Navarra with the collaboration of Navarra Foundation for Excellence. The master of ceremonies of the gala was DIGITALIX23, a robot that talked to SIRI to the surprise of the more than 150 people attending the event, “an act that has combined both people and technology with the aim of humanizing the latter,” reports Diario de Navarra. After the gala, a networking space was opened and a lunch was offered to all attendees.
Five award-winning entities
The jury of the Awards was made up of professionals belonging to IRIS Governing Committee members such as ADItech, AIN, Animsa, CEIN, NASERTIC, SODENA, TRACASA and the Government of Navarra, evaluating all 61 applications received and awarding prizes in 5 categories to the following companies and entities:
Best Digitalized Company: NEXXYO LABS. Company that has developed and applied internally global transformative strategies, based on disruptive technologies such as blockchain in the gaming and industrial sectors.
2. Best Digital Collaborative Project: HUMAN AI, DATAI, Jesuitinas Pamplona and Navarre Employment Service. For the creation and co-design together with educational centers and training and employment entities of a solution based on artificial intelligence for the characterization of personality and socioemotional competencies from written texts, as an alternative to traditional assessment methods, avoiding the biases of self-perception and social desirability.
3. Best Digitalized Commerce:Montse’s Soaps. An artisan soap-making company awarded for adapting a traditional business model to the digital world.
4. Best Digital Public Institution:Mutua Navarra. For revolutionizing radiology services by implementing a digital system that achieves greater accuracy in diagnosis, improving the quality of life of patients
5. Digitalization of the Third Sector:ONCE NAVARRA. For improving the quality of life of blind people thanks to the implementation of digital actions (digital platform of biometric signature by voice with full legal validity).
In 2019, research and development began together with educational centers, technology companies and researchers from the Academy. In 2021 HumanAI Tech was launched and in 2022, together with the Institute of Data Science and Artificial Intelligence of the University of Navarra, we began to walk the path of collaboration and stable co-creation that is not only essential to achieve the objectives of the company but are part of the DNA of Human AI.
“Human AI puts technology and Artificial Intelligence at the service of human development. Therefore, we seek to support professionals and organizations with information on Socioemotional Competencies, helping them to act where it really matters. This award recognizes that the innovation in transfer that we do at the University can become tangible and benefit society”.
Iván Cordón, Innovation Director of DATAI.
Best Collaborative Project Award
For his part, Roberto Aguirre, CTO of Human AI, in his speech of gratitude, mentioned the boost that the collaboration and co-creation ecosystem of the company is receiving from Latam. “This award is also for the entire community on the other side of the ‘Charco'”; especially to our advisor in Argentina Melania Ottaviano for “trusting in our enthusiasm to improve the world a little, creating a digital and purposeful company”.
The award was presented by Agurtzane Martínez, General Director of Science, Technology and Innovation; and Delia Sola, Director of Strategic Project Services of the S4. On stage were Mercedes Vilches, head of the Innovation and Experimental Projects Section of the Navarra Employment Service; Ángel Estanga, coordinator of the Educational Innovation Team at Jesuitinas; Roberto Aguirre, co-founder and CTO of Human AI; and Iván Cordón, director of Innovation at DATAI University of Navarra.
Beyond Human AI
The Polo IRIS award for ‘Collaborative Project’ is an award that goes beyond the Human AI ecosystem; it reaches out to all the people, organizations and institutions that have enabled the development of the purpose of Human AI: organizations and institutions that are already part of an open and stable innovation ecosystem.
A purpose that is intimately related to human development and decision making of professionals where it really matters: education, employment, high performance sports, personal well-being and even in applications such as mental health, justice administration or public employment services.
With this distinction, Human AI consolidates a leading position in the practical application of artificial intelligence in the service of human development, contributing to the growth of individuals and organizations in the digital era. Human AI’s proposal goes beyond its own innovative ecosystem by putting artificial intelligence at the service of human development and society.
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Under the slogan “Education in the age of Artificial Intelligence: exploring new frontiers” SIMO EDUCACIÓN – the International Exhibition of Educational Technology and Innovation – brought together in November the leading brands in technology and cutting-edge digital content, publishing groups, technology distributors, and educational content and management platforms.
This technological and educational event – organized by IFEMA MADRID and with the collaboration of Educación 3.0 – presented to the teaching community the progress of teaching and learning processes, school management and education and training, with a wide range of content aimed at all stages of education. This last edition was attended by 125 companies from 11 countries and was visited by around 10,000 professionals.
CUATRO PILARES
A presentation that shows the current and future trends in which technology, innovation and pedagogy play an essential role, both in the teaching activity and in the progress towards quality education, fostering creativity, motivation and emotional well-being of students, as well as market opportunities and innovation in the sector.
All of this is aligned with the UNESCO 2021 report, which refers to the transformative capacity of technology and innovation in education systems and the need for the commitment of all stakeholders, including governments, educators, learners, civil society and the private sector.
In this context, SIMO EDUCATION 2023 has focused on four pillars:
Technology and innovation for the classroom and learning, attending to its value for the classroom and the improvement of student performance;
The potential and weight that eSports are gaining in the education sector as a tool to motivate students and improve their skills;
Mental health-emotional education, aligned with the World Health Organization;
and Dual Vocational Training, which has proven to be effective in preparing young people for the workplace.
In a transversal way, the aim was to make visible the applied artificial intelligence, a technology that is transforming education and that allows to personalize learning according to the needs of each student.
AI and Emotional Education
Socioemotional competencies are fundamental in the personal and professional development of students and, although scientific evidence and international organizations such as the OECD and the EU emphasize their importance, assessing them has always been a challenge for teachers.
In this context Human AI enters SIMO EDUCATION as one of the eight technological innovation startups presented in the space SHOW UP! An area dedicated to give visibility to entrepreneurs with new technological proposals for the education sector.
Human AI is a technology and innovation tool at the service of emotional education, a solution that combines AI and psycholinguistics capable of evaluating, assessing and developing the personality and socioemotional competences of students from written texts offering objective, immediate and reliable personalized reports.
The Human AI team was in one of the booths of the SHOW UP! space showing how technology at the service of education can help to personalize and develop the socioemotional education of students.
If you want to know more about Human AI, visit our website or click on our white paper and if you want to know how it works, ask for our demo!
https://i0.wp.com/humanaitech.com/wp-content/uploads/2023/12/SOFT-SKILLS-EDUCACION-SIMO-EDUCACION-1-1.jpeg?fit=1600%2C900&ssl=19001600Fatima Rosellhttps://humanaitech.com/wp-content/uploads/2022/05/Logo-180x180.pngFatima Rosell2024-03-07 15:05:082024-03-13 14:27:43AI and Emotional Education – SIMO EDUCATION
“Hemispheres University hosted the “AI Applied to Higher Education and Employment” event, an initiative that explored innovative practices to advance equity through the application of artificial intelligence. The event was driven by a collaboration between the School of Government, the Institute for the Development of Culture and Society (IDECS), Red Winn and Human Al, creating a space for dialogue to share key ideas and perspectives on technological equity.
Gabriela Rodriguez, Dean IDECS opened the event with welcoming remarks and gave way to the panelists. Diego Ignacio, CEO of UHE, presented the impressive capabilities of artificial intelligence to redefine the way we learn. Emphasizing that its proper use can be a powerful tool for building a more inclusive world.
María Beunza, CEO of Human AI tech, addressed the importance of implementing artificial intelligence in the educational ecosystem. During her speech, she highlighted how technology can act as an essential enabler to ensure equitable opportunities both in higher education and in the workplace.
The event concluded with an enriching question and answer session, where attendees had the opportunity to interact with the panelists and delve deeper into the topics presented.”
Entrepreneurship is a long-distance race: it requires a great deal of passion, effort and commitment. There is also a critical success factor in the whole process: the well-being and emotional state of the entrepreneur. Is it possible to evaluate and enhance the entrepreneurial profile?
Emotionally balanced entrepreneurs are better able to make good decisions, manage stress, anxiety and be able to build solid relationships. The emotional well-being of entrepreneurs is a fundamental ingredient for the success of the company, the team and the entrepreneur himself. Entrepreneurship is not only a matter of economic growth, it is a matter of personal transformation.
Are entrepreneurs born or made?
In the discussion about whether leaders or entrepreneurs are born or made, there is a clear question: there is a combination of genetic and social factors at play. There is a part of the personality that is influenced by genetic factors, but there is also a part that can be developed through experience, learning and the development of competencies in relation to the entrepreneurial profile.
As pointed out by Javier García Manzanedo, an expert in the psychology of entrepreneurship: “Entrepreneurs are made, without a doubt. There is a genetic part and a social part. If the person has seen entrepreneurship in his or her environment, he or she tends to… but you learn, you learn to be an entrepreneur”. As research shows, personality plays a key role in innovation and entrepreneurship.
Athletes of a marathon, athletes of their own business
Entrepreneurship is a challenging activity, with a high level of commitment, stress, investment in time, dedication, effort, money… the price of being an elite athlete is comparable to the price of founding and running a new company.
Entrepreneurs face a wide range of challenges, from financial uncertainty, negotiation with investors to possible rejection by customers. Economic challenges are in turn accompanied by their own life and personal challenges – from mental and emotional balance; challenges as important, if not more so, as formulating a business plan or obtaining financing. What is at stake is not only money, it is the person.
It is essential to look at the complex emotional functioning of entrepreneurs and to be able to provide them with the necessary tools to create healthier contexts, both financially and emotionally. Two factors, in fact, inseparable.
Relevance of the human factor
Defining a business plan, assessing its viability, creating a market niche, managing marketing, financing and investment strategies… all these technical skills are essential for entrepreneurship. At the same time, socioemotional skills (SES) play a vital role in achieving success, a success achieved from personal and business satisfaction, that is, learning to leave your skin in the game, without leaving anyone behind.e
There is a high percentage of startups that fail due to the human factor, hence the profile of an entrepreneurial person must have tolerance to stress, risk, have autonomy in decision-making, be self-sufficient, at the same time know how to listen, know how to advise, learn to locate success or failure in the decisions taken and not in luck, etc.
But is it possible to evaluate, measure and even enhance the psychological characteristics that define an entrepreneurial profile? Because if we are able to evaluate and measure the personality of the entrepreneur we will be able to predict possible future failures or successes, we will be able to develop the psychological areas likely to become obstacles, we will be able to enhance the talents and strengthen skills, create a growth plan, support and training focused on their entrepreneurial profile. In short, we will be able to predict and optimize the success or failure of the project, because by empowering the person, we optimize the company. By fostering a “healthy mens” we will guarantee a prosperous business.
Evaluation of the entrepreneurial profile. Psychology of entrepreneurship.
From Human AI – making available the technology of artificial intelligence and the knowledge of psycholinguistics – we prepared a report with the most impactful competencies for the entrepreneurial profile: open-mindedness, intellectual curiosity, cooperation, boldness, self-confidence, assertiveness or cordiality, among others.
The report is based on two sources. On the one hand, a scientific evidence research has been carried out to evaluate the impact of socioemotional competencies (SES) on the entrepreneurial personality based on the OCEAN personality model. On the other hand, the assessment of the competencies is collected through a survey of 40 experts with experience in the world of entrepreneurship – entrepreneurs, businessmen, consultants, investors and academics – in which, based on their knowledge and experience, they have ranked them in order of importance for a person to develop an entrepreneurial profile. From both sources – scientific evidence and experts – they have established the groupings of competencies in order of importance: critical, relevant or necessary competencies.
Thus, an ideal entrepreneurial profile will score high or very high (in green) all those belonging to the “OCEA”, i.e. the big four: Openness to experience, Conscientiousness, Extraversion, Agreeableness . On the other hand, those related to emotional dysregulation (Neuroticism), as they are inverse, will score low or very low.
The psychology of entrepreneurship allows, therefore, to evaluate the capacity for entrepreneurship, to demonstrate statistically and mathematically the entrepreneurial profile, to be able to access a report with an evaluation of those competencies that influence and impact on the entrepreneurial attitude of a person, and to be able to make decisions based on these evaluations. In short, to be able to work on the strategic business approach based on the socioemotional knowledge of the entrepreneur, in order to know how to guide him/her and how to empower him/her humanly.
https://i0.wp.com/humanaitech.com/wp-content/uploads/2023/12/Perfil-emprendedor-scaled.jpg?fit=2560%2C1707&ssl=117072560Fatima Rosellhttps://humanaitech.com/wp-content/uploads/2022/05/Logo-180x180.pngFatima Rosell2024-03-07 05:49:312024-03-13 14:26:30How to evaluate and enhance the entrepreneurial profile
With the slogan “Asociación Innovactoras“, its founder and president Maria Beunza Mijimolle, CEO of HumanAI Tech, took part in the first panel of the International Forum on “Women and Sustainability” hosted by the Universidad de La Sabana, an event whose objective is to make visible the role of Latin American women in social and environmental innovation, as well as their leadership at the scientific level in these fields.
Together with the other panelists – Diana Patricia Arenas Blanco, Rudy Salazar and Carina Soledad Gonzalez González – ideas, reflections, experiences and projects on the impact of women from the perspective of social innovation were brought to the table.
Women with impact in social innovation
Maria wanted to bring more than words, examples – one from each country where REDWINN is present – because for social innovation to be real, it has to have an impact on life and not just rhetoric.
“There are many women doing things, but they are not known. We have to start using references and people who inspire us in our reality today, in our context, in our way of living innovation,” said Maria.
Among the many examples of the Innovactoras network – Anana Muyu and AUGE Acceleradora in Ecuador, “Paz para Mambrú” in Colombia, Alwa Group in Peru, Dux Academy in Bolivia – “I cannot fail to mention our HumanAI Tech innovation laboratory – with which we work with educational centers, universities and different entities – so that artificial intelligence allows us to know and develop emotional competencies. This is linked to innovation and entrepreneurship, because in fact, we investigate and obtain very interesting data on the potential differences between men and women, when we link personality, innovation and entrepreneurship”.
In addition, Maria reflected how “global competition makes us all have a more integrating, more diverse, more international vision, beyond the mere male-female complementarity; and this is something that I think women should push for, this vision of diversity, of complementarity, beyond gender, far beyond, that is, also by generations”. “Hopefully we can work on joint projects, not only in research, not only in good practices, but also in application; and this is no longer a question of justice with respect to women, it is a question of the future, we have to invest in a future in which we are all there and which makes sense for everyone.”
https://i0.wp.com/humanaitech.com/wp-content/uploads/2023/12/MUJERES-Y-SOSTENIBILIDAD.jpeg?fit=1599%2C899&ssl=18991599Fatima Rosellhttps://humanaitech.com/wp-content/uploads/2022/05/Logo-180x180.pngFatima Rosell2024-03-07 05:38:582024-03-13 14:26:15“Words convince, example drags”
