Within the framework of the 11th ZEMOS98 Festival, with the Expanded education Symposium at its core, in March 2009 Platoniq carried out a pilot Bank of Common Knowledge (BCK) experience at Antonio Domínguez Ortiz
secondary school in the Polígono Sur neighbourhood in Seville, also known as Las 3000 Viviendas. The school structures its educational approach around the Educational Compensation Plan, which forms part of the Commissioner's Comprehensive Plan for Polígono Sur, an area whose social, economic and cultural characteristics call for new educational models and practice to ensure effective schooling and prevent social exclusion. Platoniq took up this challenge together with the school team and ZEMOS98, who had spent the previous months setting out well-defined lines of action for a week of experiences with students.
Below is a chronicle of the BCK workshops held at Antonio Domínguez Ortiz secondary school in Seville, which can only hope to give a glimpse of students' intensive experience over these days and hint at the tremendous progress made.
Keywords: Digital competences, Symposium, Expanded Education, Knowledge Bank, ZEMOS98, Platoniq, Networks(Nets), Collectivities, Polígono Sur

We do recomend to watch the documentary made after the experience (Click on mediadock)

CHRONICLE OF THE PLATONIQ BANK OF COMMON KNOWLEDGE (BCK) WORKSHOP AT ANTONIO DOMÍNGUEZ ORTIZ SECONDARY SCHOOL IN SEVILLE, BY RUBÉN DÍAZ (ZEMOS98)
First Session
Have you ever felt that if you only knew 'something', that 'something' could change your life forever? Is there something you'd like to be able to do, but just never found anyone to teach you how? How many useful things could you teach your friends? Do you know anybody who can do something useful, interesting or special? This is a chronicle about the art of listening, learning and sharing at the first session of the BCK at Antonio Domínguez Ortiz secondary school.
After several months of meetings and preparations, we finally set up this pioneer Knowledge Exchange experience.
We set up our base camp in the school library and organised the chairs and tables to help form working groups. This strategic location (in the middle of a corridor on the ground floor of the building) was chosen to ensure the whole school would see us as an open office for knowledge exchange.

We got under way with an introductory session for 4th-year secondary and 1st- and 2nd-year baccalaureate students about Platoniq and the BCK and how we were going to create 'networks' in the school and neighbourhood. Olivier Schulbaum (Platoniq) reassured students that this would be the only 'theoretical' session where the teacher speaks
and the students remain silent; after this the idea would be to invert the roles of teacher and student.
The BCK project follows the philosophy of copyleft, social networks, free software and knowledge transfer. One student asked whether you needed to know what freeware was in order to understand the Bank of Common Knowledge. Olivier gave the example of making gazpacho soup:
we all know what the basic ingredients are (tomato, pepper, bread, etc.), but everyone has their own particular way of making it. And we understand that the recipe doesn't belong to anyone; it belongs to everyone, even though everybody follows it in their own individual way. This is the key idea in both cooking and software. Knowledge – belonging simultaneously to both everyone and no-one – is a kind of 'asset' (as on the stock exchange) with its own value. This whole week would be about giving knowledge value: we would be responsible for deciding what was important. And, above all, we were going to strengthen and forge new relationships and networks.

Have you ever stopped to think what you could teach other people? This isn't an easy question for anyone to answer; some of us found it the most complicated exercise this morning. What can you teach your friends? And, more to the point, are you interested in sharing something? And in exchange for what? On what subject? What might others

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