 Hey, I'm Colom. This is Ludivine. Oh, sorry, maybe a bit closer. And we are from OSP, open source publishings. I'll talk to you about OSP quickly and then pass over. So OSP likes to define itself as a sort of a caravan. A caravan in the sense that the group of people that work with and along with OSP is never really the same. It's always changing. And some people commit all their time to it and then less time. So it's very hybrid. It changes all the time. And the group concentrates its activities around like several different fields, somehow related to graphic design sooner or later. Some of the work is commissioned. A lot of the work is research. There's some educational ideas and workshops done by the group. The group tries to travel. And if anything, OSP tries to never really, thank you, settle down. Settle down in the sense of never get too comfortable with a way of working. Always try and question a way of working, whether it fits a certain purpose or whether it fits them and research a lot different possibilities. So we're going to give you a quick talk about a project that we could call A Long School Offences. And there you go. Okay, so what's new at OSP? What is new is that we have now a place, a place to work together. From one year and a half, we occupy a room at Variable, or Variable of Variable. It works in the three language. This is a house where Constan, the association, is in residency until summer 2040. So we have a place for store or cooking tools, or collections of aprons and plotters. And for sure it's also a place to meet together and to welcome people, to meet people from outside, to invite them. So the thing is, so it's great. We are so happy. The thing is that after one year, six months one year, we realized that having a workspace brought on an organization resembling other graphic design offices. So we felt a bit uncomfortable to see this glitch into some studio rhythm and habits which goes a bit against our practice and the logic of the tools we use. Because this logic is more seeking to remain awake and constantly relearning. So we just ask ourselves, is that what we really want? Wouldn't we want to focus more on research and new fields? So to bring back a bit of fresh air, we decided to revamp the trip and to travel again together, to revamp the print party and to all these activities that define OSP to get back together, to see things under a different light and to go forward together. So what you see here, perhaps you have helped me too, is just pictures of different workshops we made. And in this urge to extend and diffuse that knowledge and exchange with others and through our experience of workshops, print party and courses because most of us are also teachers. So we realized and we noticed how some of the context, conditions of our practice can create frictions. Most of the problems come from the initial crowd and clumsy positioning of educators relative to students, to the students. So the question is, is it the school frame or the academic setup that goes too far into fixing roles? Or is it the student or the participant themselves that we keep comfortable in the waiting postures? Or is it just us that our way to bring new objects without finding the ways to make them solidify? The educator and educated relation is something that we must perhaps be rid of. Is it time to reimagine the new school context? And is it time to jump over the school fences? Okay, so I'm Stephanie. I'm the next OSP here. So like Ludivine said, we encountered quite some limitations during our different workshops or different schools we teach in. And when we are invited or when we are hired in a school, we have to adapt ourselves to the institution and to the methods applied there. And we noticed that using free software in such frames often doesn't work because it raises a lot of questions. There are really different tools, tools that students are not familiar with. So it's a technical approach that we have to show, but also a cultural and artistic approach. So that's a lot of stuff to bring in. And because we are also learning ourselves every day with our work, it's really hard to combine an experimental approach in a very institutional school. So as Ludivine said, we are wondering if we could reverse the model of a teacher-student. Can a student become a teacher at some point? Or can we just try to remove that line? And so we noticed with our different interns sometimes we are too busy with our work to take care of them and we were really interested in some experimentations, for example with MetaFont, and we asked our interns to explore this. And in the end they became our teacher and then we were so excited that we all went into getting our hands dirty with that. It was a really great way to exchange knowledge. So the institution I was telling about is also the space because we are in the physical space of someone else. We have to comply to their rules and their methods. So that's why we try to make this happen in our own space in a variable in a Belgium process to try to not be influenced by such rules. The amount of time is also an issue. Usually in workshops it's a very short workshop in either one day or five days and we experienced this year during four months. We were going to a school one week a month. So it was a much longer time. Those who teach are teaching all year long so it's a different time frame. But during workshops where we push for experimentations it's really hard to, because the students expect a production, it's really hard to bring the aspect of actually not necessarily end up with production. We are interested in the travel. There's this beautiful quote that Pierre found on Tango saying that Tango is very baroque and not classical because it's the trip which is important and not the goal. He replaced the Tango by free software and found it very beautiful. So we are interested in the trip, in the experiments and rather than the end object and if we end up with a great project at the end it's great. So we will talk about the work sessions that we thought of later but we should have looked a bit more at what was existing and happening now actually like Interactivus 2014 who made an open call for projects to be developed, research and projects who don't exist yet and looking for people who don't know how to make them either or in all looking, searching together. Okay, so now with OSP we're growing, we're even more than 10 people and even if we decided to collaborate together it's sometimes hard to collaborate at more than three people without getting mad. And it's even harder to collaborate while trying to keep everyone busy with all the different aspects of the project so not to make like streamlining the process or trying to keep everyone involved in all the places. So on one hand we are using tools, I'm thinking about Git but there are many examples, mailing lists, many other tools that are already very complex and intelligent tools. If you look at Git for instance it's quite an articulated tool to collaborate but it addresses certain issues but on the other hand we also feel the need for other tools or new tools, tools that can help us to design together, to take decisions together, etc. And also importantly to give everyone a voice as well. So yeah, we need to... Well, I don't have much slides, many slides. So we need to... The question is how we can create new tools to collaborate and what are the tools we can imagine and also before speculating on new tools or in parallel maybe, is there any existing tools in other fields that we could reappropriate to work together and tools that can create a richer experience and not like I said before, not streamlining the process but rather enriching the experience of everyone involved in the process. So when we talk about tools, we don't only think about like of course digital tools, tools, mechanical tools or special tools but it can also be like social, intellectual tools even physical tools. And so we are actually using these tools every day but some tools are so deeply internalised that we don't even realise no more there are tools. So for instance, the fact that we can just sit together in this room and listen silently for hours is already quite something impressive I think if you think about it. But we don't realise it no more because it's very internalised socially. So when we talk about tools, we also think about this kind of tools, tools to invent. And I would like to give you a small example of one tool we are trying to explore right now and it's not like ideal tool, it's even problematic in some cases but it's something called sociocracy and it's a social tool. I will make you a very like a simplified explanation because it's much more complex and I also don't know much very well all the big picture. But basically the principle is that everyone sits in circle so we use this kind of tool when we want to... I was about to say to have a consensus but the people who invented this technique talk about consent. So when we want to let's say reach a decision and we don't agree and sometimes it's hard to get your voice heard because you're not very comfortable speaking in public or whatever. So basically everyone sits in circle and everyone speaks each in turn and there is no interruption possible and the speaker changes when the previous speaker doesn't have anything to add and so you speak in circle like this until the consent is reached and there is no more objection and you can reach this consent or not consensus but consent. I don't know. I'm in time. Yes so I will be super quick because I like the fact that everyone tries to keep it short but maybe something to question also is the object itself. We've seen that when we insert free software in a school as an object it's immediately a question and to help us think with as Chris was saying yesterday let's raise big names for three minutes. Jacques Coteau was 200 years ago a teacher, a French teacher forced by the political government to teach French literature to Dutch students in Belgium and he wasn't speaking Dutch at all so he found a book in the library with a translation and he gave that book to the student insisting for them to study super closely a few paragraphs and by seeking all the articulation to at some point learn the whole literature from that super particular situation and it seems that it has worked well well enough to inspire a lot of psychologists of the education and to make Jacques Rancière a French philosopher to wrote a book called The Inherent School Master that tried to catch exactly what happened and taking into as a hypothesis that anyone can teach something that he don't know if he use a fertile third object the book in the case of Jacques Coteau and or ambitious intuition could be that the free software could be that object for our school and the third name is even a bit more trickier to bring here it's Winnicott that roughly said try to explain that when you are super young, a baby your mother try to make you accept that her breast is not part of you and that's an illusion by giving you cutlet or peluche or doodoo in French to make you understand that you can have some level of confidence and security but in the same time when you lose it you cry and maybe after a few minutes you have it back but you need to be autonomous regarding that object and after you develop and you use other kind of object and the idea of Stiegler, another philosopher who full of idea is that that object could be called as a pharmacone as something that can intoxicate the society through passive consummation but could be super fulfilling if you gain autonomy with it and our intuition is to do something with that for the school So how do we work with such an object? For one, enthusiasm is very important how can we have students get their hands dirty because getting your hands dirty is the only way to learn We know, we can imagine, for example, learning about layout and the shared object of all this technology through doing a manual type setting which would be a dirty experience but software is often clean and we've been trying different ways of having the bodily experience sort of enter this and see is there, how can you have the same experience of fiddling and of trying and of learning by trial and error in this shared object of the free software So this is in Valence and then we go to Pierre I definitely can't speak as fast as Eric so because we ran short of time and some key words from my conclusion that was towards digital sensitivity commit to the collective deal with irritage and revolve and that will be enough I think So WorkSession 1, can it scale to the universe? Exactly WorkSession 2, stroke font and meta font and WorkSession 3 is open with CASC So welcome So there's an email if you're interested in participating