Abstract:

Education and work are practices that relate and co-determine each other. In this sense, we may question how much education has evolved to keep up with the needs of today's world as well as the role of technology in this process. A glance at the current world shows us a commitment to participate, generosity, openness and freedom. These are the prefixes of a culture and they all dictate the way things go. How we create, consume, learn. At this point, we borrow the ideas of Clay Shirky and Lev Manovich, on a culture of participation and data, respectively. In education, Jim G. Legel invite us to think of a third phase that accompanies the present world, and Edgar Morin embraces this idea with his complex thinking about knowledge. Thus, this article aims to propose a link between the specificities of collaborative network processes, as crowdmapping, and the ideal of an education that focuses on collaborative inquiry, to evidentiate the heterogeneity of multiple perspectives on a same problem. Crowdmapping is about building information maps collaboratively, ie databases that are powered by a networked crowd and its multimedia inputs in real time with geographic data attached. An open-source Ushahidi´s tool called Crowdmap has been analyzed, showing characteristics of its nature and its actors, its reporting tools and all devices used. The results show that crowdmapping practice is representative of an ideal of an education 3.0 since it allows solving real problems collaboratively, and is committed to the ideals of openness, participation and solution of global problems from local actions.

Keywords:

Crowdmapping, education 3.0, ict4d.