Whenever the results of a vote would not have substantial impacts on the people who did not, or could not vote, eligible voters are welcome to use whatever suits their fancy: e-voting, tossing dices, goat entrails… We won’t notice, so no problem. In all cases of really important voting instead, that is (at least) all political or administrative elections: here is why online/e-voting is something that you should just avoid, period.
This essay expands a proposal on Open Data in schools that I made in 2011, which requires very little, if any, funding and central authorization/coordination to be implemented. As of this writing, I know of no other proposal of the same kind, with the exception of this 2012 presentation from New Zealand. Also, I have not heard of any large scale implementation, or had occasion to do any real work on this topic. However, I am even more convinced now than in 2011 that the idea has a great potential. Here I describe the proposal in detail, providing some anecdotes and examples to show how it may work (or is already working), and then suggest one way to implement it in a scalable way, taking into account some obstacles (both objective and perceived ones). While this is not explicitly declared in the rest of the essay, many points of this proposal apply, more than to Open Data in the strictest sense, also to Open Access and (production of) Open Educational Resources.