Kids Centric (english)

As you know, last week I attended a very interesting congress about educational entrepreneurship. Suddenly, one of the speakers, Néstor Guerra, whom I was so excited to see live, named as good practice Gaptain: one of the E.P. I was lucky to have worked with and whom I follow very closely. I’m sure you’ve heard of them, right? If you haven’t, here you have another chance of knowing them, because coincidence or not, the other day I was at the presentation of another one of their projects: Kids Centric.

Kids Centric is a tool that, through a personalized didactic unit named “Prevention and Digital Competenceevaluate and diagnose children in school. As you can imagine, and as it couldn’t and shouldn’t be in any other way, it’s the learner, the child, the one who is in the middle of this intervention program.

Through this tool and always according to each different education environment in particular, a digital map and a sociogram of the classroom are done to analyze the coexistence and the digital activity of the students. Also, digital risks and cases of excluded students are identified with the goal of designing the Segureskola comprehensive program, through the development of personalized didactic units about “prevention and digital competence”. Those units are presented online to the teachers, students, and families.

By the way, Kids Centric uses artificial intelligence and video games to evaluate the students. That way they can measure the level of cohesion, conflict, wellbeing and inter-gender relation existing among the students in a classroom. The goal is to establish the baseline indicator that will be a reference to monitor the impact and evolution of scholar coexistence in the school.

Here you have an explanatory video from Kids Centric, so you don’t have any doubts.

Either if you are a parent, a teacher or a person interested in these topics, I’m sure you’ll find this initiative interesting. Why don’t they present it at your school?

I hope you have a great week.

Translated by María Ubierna Quintanilla and supervised by Arantza Arruti.

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