The European country maintains the fourth place in the market of that continent of industrial robotics.
SPAIN.- The future came a while ago, at least to the movies, TV series and animated cartoons. Although daily life is far from what those who enjoyed childhood in the 1960s dreamed of watching The Supersonic on the small screen, the 21st century brought its advances. There is something that does not change, the human being is always looking for solutions and from Spain, the Aisoy company brings its grain of sand to the needs of a population that grows with progress and assimilates it better than anyone: children.
According to a report published this year by the Spanish Association of Robotics and Automation (AER), the European country maintains fourth place in the market of that continent of industrial robotics. Behind Germany, Italy and France, the data was obtained through manufacturers and distributors with activity in Spain and focusing on the automotive industry. But there are other important actors in this area and that is where a character appears who is ahead in development worldwide, the emotional robot.
Can a robot have feelings? Of course not, but you can understand those of those with whom you interact. "Our creatures are not copies of living beings or replace human beings, but rather live with you to improve your daily life and promote your relationship with the rest of people, ”say those responsible for giving life to these creatures from their website. According to them, “revolutionary, emotional and democratic” are the three qualifiers that best define their robot that can act as tutor, friend and teacher's assistant inside and outside the classroom.
José Manuel del RÃo was 9 years old when his parents gave him the first computer he had in his hands and that, without imagining it at that time, would change his life. “At that time it was not an educational tool from the point of view of the school, it was not for doing specific things like today. It opened a world of opportunities for me on a personal level to discover things specifically related to the topic of computing and I had fun not necessarily playing, but programming the artifact to do things that seemed cool to me and I had fun doing them. Imagine that maybe that was drawing a green line from one place to another, and that seemed magical to me, ”explains Del RÃo enthusiastically.
José is the CEO of Aisoy, who together with David RÃos, the company's scientific director, created this product that tries to reach more and more homes in Spain and the world. Although theirs is robotics and technology, José and David are fully involved in the intelligent content of this robot of almost 22 centimeters in height and 1 kilo of weight that has as many functionalities as the child's needs.
Although the tools improve, the school system, both in Europe and in Latin America, continues to maintain the same structures and Del RÃo tries with this invention to give wings not only to the student but also to the teacher: “I believe that the school has not evolved. that is, tools have been introduced, but the base system remains the same. I see my 9 year old daughter and she acts just like when I was her age. I still see that they use a lot of memorization, books, the system remains the same despite the fact that technology allows other forms. There is still a traditional way, there are things that may have been modified by technology, but the paradigm has basically not changed. ”
- What do you think you can contribute from your work with robotics and artificial intelligence to current education?
- I think that in itself the transformation of everything will take place because technology allows for a change of roles. For example, the teacher will no longer be the one who gives you the lesson and sends you the homework, but it will evolve to something else where the teacher will guide you. In any case, learning is not going to take place only in the classroom because today it happens that many of the things are learned outside there and that is part of losing control, in the case of the teacher. For this there should be a synchronization between what happens inside and what happens outside. There is a capacity that is digital and that they learn more outside than inside, among other things because the teacher does not have the endowment to develop it. Children have computers at school, but at home they have either more powerful computers or internet, which in many schools say they have and do not have, or do not have enough bandwidth or sufficient coverage, there are things that in school are older, then the motivation for students and the development of that ability occurs mainly outside of school. That energy ends outside the formal field of education, why not integrate it? Technology allows it.
- How would you define the work they do with Aisoy?
–What we try to do in Aisoy are personal mentors to help develop capacities and improve people's quality of life. From an educational point of view it is not that we do robotics to teach technology or to teach programming, but it is more a mentor that allows each child to develop their potential in a personalized way in the sense that the traditional method seeks It is the normalization of the development of children, that is, I give everyone the same, I ask everyone the same, some respond better and others worse, but basically I treat them as a whole. And there are always exceptions that fall outside the norm, but there is always that of seeking normalcy.
All this happens despite the fact that each child is different, each child has a different learning process, each child has a motivation and approaches the problems in a different way, all that is not part of the process really a bit on their own. method and another bit because there are no resources to do so. Somehow, as we know that this is the case, let us give tools that help the child to develop those capacities wherever he is. If it is in the classroom, it does not necessarily have to be the teacher next door, but it can be your robot to help you do those things and the teacher supervising and facilitating that development. For example, if you divide the students into work groups in one of those groups, there may be a robot to help develop the activity...................
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