Answers for the territory?: feedback on experiences
To get an idea of what can be done, let's explore some dimensions offered by ICTs when they are used in territorial projects to:
1. Create links between its inhabitants
In many other types of projects, strengthening the links between the inhabitants of a territory is the crosscutting goal: links between generations, social means, to fight isolation, de-compartmentalize actors and create innovation…
Tools to support organizing local events
- neighbourhood meals
- the day of the neighbour
- ads
Social networks
- La Ruche (in Rennes, and Brest): a local social network
- Peuplade: a site linking neighbours
Local themed networks
- Directories of actors, skills…
- Environmental education: Coopere 34 (Hérault), APLRE
2. Inventories of resources and creating a common good
Participatory inventories
- Territorial wikis: "A territorial wiki is a wiki that hosts a base of knowledge linked to a geographical space: a territory, municipality or region. Started up by a territorial group, an association or by volunteers, they aim to develop collaborative writing on a territory." (Wikipedia)
- Wiki-brest
- wiki-manche
- Picardia
- wiki-Toulouse
- WikiPompignan (Languedoc-Roussillon)
- Carto party : collectively making a map of a territory using Openstreetmap (an application that allows making a copyright-free map) and Chimere (to add a layer with the information for that territory: heritage sites, resources, points of interest… without overloading Openstreetmap):
- Plouarzel Carto party: the first French commune to be fully charted using Open Street Map. (http://wiki.openstreetmap.org/wiki/Plouarzel_prepa_mapping_party)
Making public information free
Public information financed with public funds should be reusable for everyone. However, in most cases this information is protected by copyright. Making this information free would be a powerful driver of innovation to create new services, new values. There are several territories that became involved in this path, starting in England and the US:
3. Recovering the territory
Its resources, heritage, initiatives…
Territorial websites
The first devices created.
Aggregating RSS feeds
RSS feeds allow grouping, “aggregating” all news information on a territory. They give visibility to the dynamism of a territory for a very low price.
Territorial calendars
Bringing together and disseminating on several sites the news and activities in a territory using standard formats
Territorial resources databases
Balades scientifiques (by Connaissances): an inventory on the scientific heritage in the Languedoc-Roussillon region:
http://baladescientifiques.fr/
Augmented reality
Potential projects?
Territoires sonores: a site aiming at bringing value to the territory of Cap de la Chèvre using sound media:
http://www.territoires-sonores.net
4. Allowing participation and citizen expression
Forums
City or neighbourhood forums on the websites of local institutions or associations: there are many of these on the Internet and were one of the first tools established within the territorial projects framework.
Neighbourhood blog
Participatory TV
Participatory debates
- Facilitating the debate on the future of the scrubland (Les Ecologistes de l'Euzière, Languedoc-Roussillon) with Freemind
- Wiki created by the city of Clermont Ferrand for a consultation with its citizens on town development (http://www.clermont-ferrand.fr/mazet/index.php/Accueil )
Participatory multimedia creation
- etoileur (by Kawenga in Montpellier): "e-toileur" is an accompaniment project allowing an artist or performer to find a place in a Multimedia Access Space and develop a cultural action together. (http://www.kawenga.org/centrededoc/html/e_toileur.pdf)
- Audiomaton is a device created by the artist Cécile Guigny using an old photo-booth that has been transformed into a simple system to record sounds. At an event (Internet Festival…) the testimonials of users can be posted on-line and feed an audio library. (http://lam34.org/wakka.php?wiki=AudioMaton )
5. Making services more accessible
e-administration
Taxes, job centres, administrative procedures…: increasingly, a larger number of administrations are providing (or imposing) on-line services. The basis of this baseline movement is to make these public services more accessible, even in the most remote areas. This dematerialization does eliminate some physical distances, but one must be careful not to forget the technological barrier that leaves many “digital illiterates” aside.
.
Tele-working
Relocating professional activities and creating shared working spaces in less central areas:
ZeVillage? (
http://www.zevillage.net/)
E-learning and ODL
Dematerialised pedagogical resources.
6. At the service of the sustainable development of territories
This is one of the big challenges our territories are facing today: how to develop without mortgaging future development?
With this idea in mind, the following has been suggested:
- the possibility of dematerialising services and activities as a way of minimising the carbon footprint
- the possibility of citizen participation and consultation
7. To inter-link territories (inter-cultural dimension)
ICTs and the Internet in a certain way bridge gaps and increase the possibilities of inter-linking distant territories.
Internet has created an inter-generational abyss
Card's author :
Gatien Bataille
Card's type of licence :
Creative Commons BY-SA
Ideas developped by the author in the field of cooperation within the book or conference :
What a lot of changes in just one century!
Around 1900 |
Around 2000 |
In France, most humans are farmers |
In France, less than1 % of humans are farmers |
There are 2 billion people on Earth |
There are 7 billion people on Earth |
The average life expectancy is 30 years |
The average life expectancy is 80 years |
People live in their communities, with a similar culture |
People live in a group with a mix of religions, cultures, languages, nationalities |
+/- 5,000 new words enter into the dictionary every 20 years |
+/- 35,000 new words enter into the dictionary every 20 years |
The cultural horizon is limited to a couple of thousand years (1,000 BC) |
The cultural horizon goes back until the Planck barrier (just some milliseconds after the Big Bang |
Moreover, in western Europe, people under the age of 60:
- have never experienced hunger (real hunger)
- have never experienced a war
- have never experienced real pain thanks to medicine
An abyss between today's generation and the preceding one!
We are little aware of the huge gap that has grown between today's generation and the preceding one. There has been a change in paradigm and this is largely so thanks to the arrival of the Internet!
Today's generation is extremely different to the preceding one:
- they live with an abundance of information available everywhere and at all times
- they are hyper-connected with the whole world
They no longer have the same brain:
- they no longer retain information in the same way (they have outsourced this in a large proportion)
- they no longer read in the same way
- they are multi-tasking
They no longer have the same space
- they live in a virtual world where distances no longer exist
- they have access to all places and all people thanks to ICTs
They no longer live in the same world
- they live in groups that combine several different religions, languages, nationalities, morals…
- they are not concerned by morals that they do not need (was was the case in the times of war, suffering and shortages…)
With the invention of the Internet and ICTs (Information and communication technologies) today's generations have externalised their memory, their imagination and their reasoning (from now on, accessible on the Internet with an effectiveness never seen before in our brains). This has freed “space in the brain” for inventiveness (the only real intellectual activity today, according to the author). Indeed, it is by getting some distance from knowledge and know-how that one can really think and invent!
This upheaval in the world forces new generations to reinvent everything, or almost everything, since the old “framework” we had placed our society in can no longer cope with the surge of the Internet.
This is more valuable than ever in teaching.
For a re-definition of teaching!
Before, teaching was an offer that was to be grasped as it was! Knowledge was passed by the voice of the teacher who would read written texts. In the auditorium, the teacher was the centre and reigned over the “learners”. To spread knowledge he asked for silence.
Today, knowledge is available everywhere and at all times. Students no longer remain “silent” because the teacher's words sound redundant if all he or she does is “read out” knowledge that is readily available elsewhere.
Students want to play an active role in their learning process (as when they “guide” their computers). Taking them out of this and trying to turn them into a “passive” mass no longer works!
The future of education will entail a full revision of the teacher's role and of school structures. Courses that are not “turbulent” will be those where the teacher created the necessary conditions for co-building knowledge and where he or she will find support in knowledge that is readily available to invent with the learners. MOOCs (Massive Open Online Courses) are an example of this.
Short introduction of the book's author :
Michel Serres is a professor at Stanford University and a member of the Académie française. He is the author of many philosophical and history of science essays, the most recent of which, “The Times of Crisis” and “Music” have been greatly acclaimed in the press. He is one of the few contemporary philosophers who portrays a vision of the world that links sciences to culture
.
Quotations :
With the explosion of new technologies, a new human being is born: Michel Serres calls it “Thumbelina” in a nod to the skill with which messages fly from their thumbs.
Literature references :
SERRES, Michel. Petite poucette. Paris, France : Le Pommier, 2013. Manifestes (Paris. 1999), ISSN 1294-6605. ISBN 978-2-7465-0605-3.