Gender and Tech Resources - User contributions [en]

Training: Training design IV

2015-06-02T15:15:24Z

Zara: Created page with "{{Tutorial |Title of the tutorial=Training design IV: priorities |Duration (hours)=1.5 |Learning objectives=Thinking through concrete examples of prioritisation in designing t..."

{{Tutorial
|Title of the tutorial=Training design IV: priorities
|Duration (hours)=1.5
|Learning objectives=Thinking through concrete examples of prioritisation in designing trainings.
|Prerequisites=Participants should have (recently) carried out Training Skills II: session design, and be with the same group of people that they also worked with for that session.
|Methodology=Ask participants to get into the same groups as for the Training Skills II session, with the same situational specifications (day length and participant profile).

Explain that this is an exercise on prioritisation – given financial constraints, how would we decide to spend our funds?

Give each group the same amount of (limited) funds for them to decide to spend on either:

* another international trainer
* a translator
* boosted internet service
* one more day of training
* comfort material, like snacks
* comfortable accommodation

Groups have 15 minutes to decide how they will use their money, then come back into plenary and ask one person from each group to explain their decision.

Encourage the group to debate these decisions.
|Number of facilitators involved=1
|Technical needs=None
|Theoretical and on line resources=None
}}

Training: Training design III

2015-06-02T15:11:42Z

Zara: Created page with "{{Tutorial |Title of the tutorial=Training design III: training structure |Kind of learning session=Train of trainers |Duration (hours)=2 |Learning objectives=To come up with..."

{{Tutorial
|Title of the tutorial=Training design III: training structure
|Kind of learning session=Train of trainers
|Duration (hours)=2
|Learning objectives=To come up with various activities along the ADIDS/experiential learning cycle.
|Prerequisites=Participants should have carried out Training Design sessions I and II prior to this session. Facilitators should be familiar with ADIDS/experiential learning cycles.
|Methodology=Split participants into groups, and give each of the groups a topic to work on, such as 'password management', 'holistic security', file management, etc.

Then, go through the following steps with them:

* Activity
* Discussion
* Input
* Deepening
* Synthesis

Explain where this structure comes from, and how it differs from traditional pedagogical approaches.

Ask each small group to tackle the topic given to them using this approach – give them each a large piece of paper with the ADIDS cycle written on it, and ask them to come up with topic specific activities/sessions along each step of the cycle.

Their aim should be thinking about how they would approach the topic in question in the ADIDS training structure.

After 30 minutes in small groups, ask them to come back to plenary, and one person from each group should report back to the bigger group on what they came up with.

If there are any new activities or ideas on how to tackle the topic in question, it might be useful for the facilitator to make note of them.
|Number of facilitators involved=1
|Technical needs=None
|Theoretical and on line resources=EXAMPLES OF SESSION DESIGNS WITH ADIDS: Level-Up: https://level-up.cc

Preparing sessions with ADIDS:
https://www.level-up.cc/leading-trainings/preparing-ADIDS-sessionsBy C5

Creating a Safe Space: https://www.level-up.cc/resources-for-trainers/holistic/safe-spaces, by Sandra
}}

Security: Password security

2015-06-02T15:09:20Z

Zara: Created page with "{{Tutorial |Title of the tutorial=Password security |Kind of learning session=Train of trainers, 101 |Tutorial category=Energiser |Duration (hours)=0.5 |Learning objectives=To..."

{{Tutorial
|Title of the tutorial=Password security
|Kind of learning session=Train of trainers, 101
|Tutorial category=Energiser
|Duration (hours)=0.5
|Learning objectives=To understand the need for secure passwords, and to be aware of other people's experiences in this space.
|Prerequisites=Facilitators should be able to install, use and explain password management software like LastPass or Keepass, and to be able to explain and answer questions about passwords.

Facilitators also need to come up with a few key statements and questions for the 'secure password race', as described below.
|Methodology=This session has two parts: first, an activity to get people to understand different levels of password security, and secondly, a hand on part of learning about the password management tools. This tutorial will only cover the activity in detail – please refer to Security in a Box for more details on how to use and install the various tools.

Get participants to line up at the back of the room – the aim of this activity is to reach the far wall the fastest, like a race.

This, though, is a 'secure password race'. By asking questions about participants use of secure passwords, they will move forward or backwards, depending on the answer.

For example:

* if you have used the same password for two or more accounts, take 3 steps back
* if you already use Keepass or a secure password management tool, take 2 steps forward
* if someone else knows the password to your main email account, take 2 steps back

Once at least one participant has reached the 'goal line', bring the participants back into a group, and have a discussion around the characteristics of good password management, based on the activity. One of the facilitators could make a list of these characteristics on a flip chart.

For the next part of the session, do a hands on introduction to password management tools.
|Number of facilitators involved=1
|Technical needs=None
|Theoretical and on line resources=Security in a box
}}

Training: Training design II

2015-06-02T15:07:04Z

Zara: Created page with "{{Tutorial |Title of the tutorial=Training design II: planning sessions |Kind of learning session=Train of trainers |Duration (hours)=2 |Learning objectives=Getting accustomed..."

{{Tutorial
|Title of the tutorial=Training design II: planning sessions
|Kind of learning session=Train of trainers
|Duration (hours)=2
|Learning objectives=Getting accustomed to adjusting training schedules and workshop styles dependent upon the profile of participants.
|Prerequisites=Facilitators should be experienced in designing and carrying out trainings.

Prepare beforehand a participant profile – ideally one that either the facilitators are familiar with – with lots of details about what the person likes, and their background, both professional and personal.
|Methodology=Put the participants into groups, and give each group a different time frame, ranging from 1 day to 5 days.

Give the group the participant profile, and ask each group to design a security and privacy training for this person.

In addition to the specific training schedule, ask each group to keep a note of any challenges that they come across.

After 30-40 minutes in small groups, bring the participants back to plenary, and ask them to share any major challenges that they faced.

Get one person from each small group to talk the rest of the group through the training schedule that they came up with – try and keep these report backs reasonably short.
|Number of facilitators involved=1-2
|Technical needs=None
|Theoretical and on line resources=EXAMPLES OF SESSION DESIGNS WITH ADIDS: Level-Up: https://level-up.cc

Preparing sessions with ADIDS:
https://www.level-up.cc/leading-trainings/preparing-ADIDS-sessionsBy C5

Creating a Safe Space: https://www.level-up.cc/resources-for-trainers/holistic/safe-spaces, by Sandra
}}

Gender Tech Researching VAW

2015-06-02T15:05:22Z

Zara: Created page with "{{Tutorial |Title of the tutorial=Documenting and researching violence against women |Duration (hours)=1 |Learning objectives=Sharing experiences with each other on the topic..."

{{Tutorial
|Title of the tutorial=Documenting and researching violence against women
|Duration (hours)=1
|Learning objectives=Sharing experiences with each other on the topic of documenting and researching violence against women, and having an area to discuss openly any problems participants may have come across in this area
|Prerequisites=Facilitators should be experienced researchers in the area of violence against women, and be able to share strategies and tips, in case other participants have not had as much experience.
|Methodology=Get the participants (presumably a reasonably small group) to sit in a circle.

Go around the group and ask people to introduce themselves, and what drew them to the session. If relevant, ask them to mention whether they have had any past experience specific to this topic or another related one.

Facilitators could write on a flipchart at the front of the room a list of questions that are raised about the topics – such as,

* Research methods
* Connection between online and offline violence
* Definition of violence against women online
* Datasets available on violence against women

The session is intended more as a discussion space than a workshop session – so, if the discussion moves in a different direction, let participants air their concerns and questions.
|Number of facilitators involved=1-2
|Technical needs=None
|Theoretical and on line resources=[http://www.who.int/mediacentre/factsheets/fs239/en/ WHO study on violence against women]
[https://www.apc.org/en/projects/erotics-exploratory-research-project-sexuality-and-0 APC Women's Rights Project - Erotics study]
[https://content.bytesforall.pk/CaseStudies-TechnologyDrivenViolenceAgainstWomen Bytes for All Pakistan case studies]
}}

Training: Training design I

2015-06-02T14:27:06Z

Zara:

{{Tutorial
|Title of the tutorial=Training design I: Understanding participants
|Kind of learning session=Train of trainers
|Tutorial category=Discussion
|Duration (hours)=1.5
|Learning objectives=Understanding the cultural and societal context that different participants are coming from, to help participants design the most appropriate and effective training workshop schedule.
|Prerequisites=Facilitators should have a solid understanding of training techniques, and ideally have facilitated training workshops before.
|Methodology=Distribute big sheets of paper to participants.

Ask them to draw a typical participant who might attend one of their trainings – if it helps, encourage them to remember past, real participants, and base this upon them.

Ask them to label the following areas of the body with the following topics:

On the ground: (ie. Getting context)
* where are they coming from?
* what are the problems weighing them down?

* chest area: fears, values, what's important to them?
* right hand: what skills are they bringing?
* left hand: what skills do they need?
* head: (left of head) what do they need to know? (inside the head) what do they want to know? (right of head) what do they know?

Once participants have drawn their 'typical participant', get them together in smaller groups of 3-4 people, and talk through the differences in their typical participants and how this might affect the structure and style of their workshop. (note: try to avoid 'content' for now).

After 15-20 minutes, bring the group back to plenary, and ask people to think through and discuss how they knew this information about participants, and how easy it is to get this understanding in time to help really design the workshop, when meeting a new group of workshop attendees.

Try and come up with a list of points of how to get this information, and how different data points about the attendees would inform various workshop style and strategy decisions.
|Number of facilitators involved=2
|Technical needs=None
|Theoretical and on line resources=None
}}

Training: Training design I

2015-06-02T14:26:20Z

Zara: Created page with "{{Tutorial |Title of the tutorial=Training design I: Understanding participants |Kind of learning session=Train of trainers |Tutorial category=Discussion |Duration (hours)=1.5..."

{{Tutorial
|Title of the tutorial=Training design I: Understanding participants
|Kind of learning session=Train of trainers
|Tutorial category=Discussion
|Duration (hours)=1.5
|Learning objectives=Understanding the cultural and societal context that different participants are coming from, to help participants design the most appropriate and effective training workshop schedule.
|Prerequisites=Facilitators should have a solid understanding of training techniques, and ideally have facilitated training workshops before.
|Methodology=Distribute big sheets of paper to participants.

Ask them to draw a typical participant who might attend one of their trainings – if it helps, encourage them to remember past, real participants, and base this upon them.

Ask them to label the following areas of the body with the following topics:

On the ground: (ie. Getting context)
where are they coming from?
what are the problems weighing them down?

chest area: fears, values, what's important to them?
right hand: what skills are they bringing?
left hand: what skills do they need?
head: (left of head) what do they need to know? (inside the head) what do they want to know? (right of head) what do they know?

Once participants have drawn their 'typical participant', get them together in smaller groups of 3-4 people, and talk through the differences in their typical participants and how this might affect the structure and style of their workshop. (note: try to avoid 'content' for now).

After 15-20 minutes, bring the group back to plenary, and ask people to think through and discuss how they knew this information about participants, and how easy it is to get this understanding in time to help really design the workshop, when meeting a new group of workshop attendees.

Try and come up with a list of points of how to get this information, and how different data points about the attendees would inform various workshop style and strategy decisions.
|Number of facilitators involved=2
|Technical needs=None
|Theoretical and on line resources=None
}}

Training: Training Skills I

2015-06-02T14:15:50Z

Zara: Created page with "{{Tutorial |Title of the tutorial=Training skills I |Kind of learning session=Train of trainers |Tutorial category=Discussion |Duration (hours)=1 |Learning objectives=Thinking..."

{{Tutorial
|Title of the tutorial=Training skills I
|Kind of learning session=Train of trainers
|Tutorial category=Discussion
|Duration (hours)=1
|Learning objectives=Thinking through what components are needed within a successful training workshop, primarily from the side of the trainer.
|Prerequisites=Ideally, facilitators should be experienced trainers (in whatever field) – or have had significant experience working with/around trainers and in workshop settings.
|Methodology=Ask participants to get into pairs, and brainstorm answers to the following questions:

* Why do you want to be a trainer
* What are the qualities of a good trainer?
* Which of these qualities do you think you have?

It might be helpful to give the participants post it notes to write their answers down on – especially the different qualities, and to cluster them at the end of the partner work.

After 15-20 minutes in pairs, bring the group back to plenary, and ask them to report back on what they discussed, by going through the three questions again.

Think about the following question in the big group, and bring these up for a group discussion:

Does it take a certain type of personality to be a good trainer?

As a wrap up, try to lead the participants to the understanding that with patience and self awareness, anyone can be a good trainer – people need to be committed to learning and improving their training styles throughout the process, though.
|Number of facilitators involved=1-2
|Technical needs=None
|Theoretical and on line resources=None
}}

Privacy From data shadows to data brokers

2015-06-02T14:11:26Z

Zara: Created page with "{{Tutorial |Title of the tutorial=From data shadows to data brokers |Kind of learning session=Gender and Tech, Other … |Tutorial category=Privacy test |Duration (hours)=1 |L..."

{{Tutorial
|Title of the tutorial=From data shadows to data brokers
|Kind of learning session=Gender and Tech, Other …
|Tutorial category=Privacy test
|Duration (hours)=1
|Learning objectives=Thinking through how the data traces we leave are used, and how they fit into business models of the companies who have access to them.
|Prerequisites=The group should already have carried out 'Analogue data shadows' session, and facilitators should have a good understanding of how the 'data industry' works, and be able to advise the groups and answer questions they might have on how their data is used by different service providers.

Facilitators should prepare beforehand 2 sets of small slips of paper: firstly, ones with different digital behaviours or actions on them, to distribute one per participant during the exercise.

Samples of 'digital behaviours' could include:

You just downloaded the Spotify playlist “girls just wanna have fun”
You booked flights to Honolulu
You Skyped with your best friend for 2 hours
You downloaded Snapchat
You lost your iPhone, and used the “Find my iPhone” app to find it
You used wifi in an airport, and gave your email address and personal details in order to get access.

Secondly: digital behaviours that people can do to others, such as:

You just invited everyone in your group to Google plus
You sent everyone your geocoordinates to meet up for a party later
You just signed up for an app that needs access to all of your contacts

Make sure there is at least one 'digital action', and one digital behaviour that people do to others, per participant.
|Methodology=Put participants in groups of 5, and ask them to put their 'data shadow' illustrations together on one big piece of paper.

Give each participant an envelope, and ask them to stick it on their individual data shadow images – then, distribute the slips of paper so that each participant has at least one digital behaviour, and one digital action that they do to others.

Ask them to put these slips of paper into their respective envelopes, so that every data shadow illustration will have a set of papers in their envelopes describing different online activities.

Now, ask each group to leave their collective tables to go to another table, and look at another groups' collective data shadow.

Each group now takes the role of 'data broker', and is asked to develop a profile of the group based on the contents of the envelope, and their digital behaviours.

One of the facilitators should now take the role of an “angel investor”, who is looking to invest in a new initiative around the use of data, and participants, in their groups, are tasked with figuring out a way to sell that data to an “angel investor” – ie. one of the facilitators.

Give groups 20 minutes to plan a “pitch” to the angel investor, then bring the group back to plenary.

With the “angel investor” at the front, ask the groups to perform their pitches – remind the groups that they are trying to convince the angel investor to give them money to develop their project, and that the data they have is more valuable than other groups.

To round the session off, get the angel investor/facilitator to pick the pitch that they liked best – they are the winner!

The facilitator could give a quick round up to the group of how – though this exercise was obviously heavily fictionalised – many companies' business model relies heavily upon personal data of their users, and that they “create value” from it in this way.
|Number of facilitators involved=2
|Technical needs=None – paper and offline materials as above, ideally a Polaroid camera.
|Theoretical and on line resources=None
}}

Privacy Analogue data shadows

2015-06-02T13:57:53Z

Zara:

{{Tutorial
|Title of the tutorial=Analogue data shadows
|Kind of learning session=Gender and Tech
|Tutorial category=Discussion
|Duration (hours)=1
|Learning objectives=Visualising offline what we mean by 'data shadows' and thinking through news ways that these could be created in our everyday lives.
|Prerequisites=Facilitators should have a good understanding of 'data traces' online and offline, and the impact that these could have on our lives.
|Methodology=Ideally: take a polaroid picture of each participant, and write some 'metadata' on it – the place the photo was taken, the time, and the kind of camera used to take the photo.

If facilitators can't get hold of a polaroid camera, then ask participants to bring in a photo of themselves to the session, that (ideally) they don't mind writing on and using for the session.

Once metadata has been put on the photos of participants, give them back to the participants, along with a big sheet of paper and glue, and ask participants to draw the different data shadows and traces that they leave, associated with devices and online services that they use.

If possible, provide people with a variety of art materials – glitter, coloured pens, stickers, etc, and encourage them to use anything they like to express and visualise their data shadows.
|Number of facilitators involved=2
|Technical needs=None
|Theoretical and on line resources=None
}}

Privacy Analogue data shadows

2015-06-02T13:57:26Z

Zara: Created page with "{{Tutorial |Title of the tutorial=Analogue data shadows |Duration (hours)=1 |Learning objectives=Visualising offline what we mean by 'data shadows' and thinking through news w..."

{{Tutorial
|Title of the tutorial=Analogue data shadows
|Duration (hours)=1
|Learning objectives=Visualising offline what we mean by 'data shadows' and thinking through news ways that these could be created in our everyday lives.
|Prerequisites=Facilitators should have a good understanding of 'data traces' online and offline, and the impact that these could have on our lives.
|Methodology=Ideally: take a polaroid picture of each participant, and write some 'metadata' on it – the place the photo was taken, the time, and the kind of camera used to take the photo.

If facilitators can't get hold of a polaroid camera, then ask participants to bring in a photo of themselves to the session, that (ideally) they don't mind writing on and using for the session.

Once metadata has been put on the photos of participants, give them back to the participants, along with a big sheet of paper and glue, and ask participants to draw the different data shadows and traces that they leave, associated with devices and online services that they use.

If possible, provide people with a variety of art materials – glitter, coloured pens, stickers, etc, and encourage them to use anything they like to express and visualise their data shadows.
|Number of facilitators involved=2
|Technical needs=None
|Theoretical and on line resources=None
}}

Gender Tech Collective stories

2015-06-02T13:54:29Z

Zara: Created page with "{{Tutorial |Title of the tutorial=Creating stories on collective responses |Kind of learning session=Gender and Tech, Skill sharing |Tutorial category=Discussion |Duration (ho..."

{{Tutorial
|Title of the tutorial=Creating stories on collective responses
|Kind of learning session=Gender and Tech, Skill sharing
|Tutorial category=Discussion
|Duration (hours)=1
|Learning objectives=Constructing a group narrative around security and self care, to encourage participants to think about what collectives or organisations can do in the area of security.
|Prerequisites=Ideally, the facilitator should have taken part in this exercise at least once, to have an idea of what is expected
|Methodology=Divide the participants into small groups – 4 or 5 people, and ask them to create a real or fictitious story around security or self care. The format for presentation is a theatre piece, a 'fireside story', a drawing or comic strip – the most important part is that every member of the group is taking part in the storytelling.

Facilitators should encourage participants to ensure agency – we all have our own power, we face risks, but we have responses – and encourage these themes to be used in the stories we tell.
Groups are given 45 minutes to come up with a short story to then perform back to the group as a whole.
|Number of facilitators involved=1
|Technical needs=None`
|Theoretical and on line resources=None
}}

Holistic security - A day in your life

2015-06-02T13:39:59Z

Zara: Created page with "{{Tutorial |Title of the tutorial=A day in your life |Kind of learning session=Holistic, Other … |Tutorial category=Discussion |Duration (hours)=1 |Learning objectives=Recog..."

{{Tutorial
|Title of the tutorial=A day in your life
|Kind of learning session=Holistic, Other …
|Tutorial category=Discussion
|Duration (hours)=1
|Learning objectives=Recognising the need for security in all areas of our lives – both online and offline – and understanding the different ways in which we deal with security risks.
|Prerequisites=Paper and pens for all participants.

Ideally, facilitators should have taken part in this exercise before, but it's not necessary.
|Methodology=Distribute big sheets of paper to participants and ask them to draw a typical day in their lives – preferably a busy day, listing/illustrating all activities that they regularly do, such as commuting to work, working, eating, etc.
After their 'day schedule' is complete, ask them to add in who they interact with at different steps of the day.
Then, ask them to mark in a different colour, the steps of the day at which they feel insecure.
Encourage them to look at each other's papers and, if there is time, explain through a couple of the steps.
Is there anything that has come from this exercise that surprises them?

The facilitator could then explain the idea of security – or the need to be secure – as a holistic concept, rather than one to be thought of just in terms of 'digital security'.
|Number of facilitators involved=1-2
|Technical needs=None
|Theoretical and on line resources=None
}}

Holistic security - Self care

2015-06-02T13:38:20Z

Zara: Created page with "{{Tutorial |Title of the tutorial=Self care and holistic security |Kind of learning session=Holistic |Tutorial category=Discussion |Duration (hours)=2 |Learning objectives=Exp..."

{{Tutorial
|Title of the tutorial=Self care and holistic security
|Kind of learning session=Holistic
|Tutorial category=Discussion
|Duration (hours)=2
|Learning objectives=Exploring the price activists pay for their work in terms of individual health and happiness, and personal relationships.
|Prerequisites=Facilitators should have some experience of talking through psychological issues with others.
|Methodology=Get the participants to sit in a circle.
The facilitator should explain what is meant by 'self care' and the concept of holistic security – not just thinking about security online, but in all aspects of our lives. They could also touch on issues like the 'martyr complex' – thinking that the needs of an individual are far smaller than the greater cause.
Ask the group if any of these problems sound familiar, and encourage the group to raise their hands and talk about their own experiences.
Once a few experiences have been shared, move the discussion to think about strategies to deal with these kinds of problems.
The facilitator could write down on a big flipchart some of the most popular strategies – such as looking after each other in groups, being aware of the pressure we put our colleagues under.
|Number of facilitators involved=1
|Technical needs=None
|Theoretical and on line resources=None (unless the Holistic Security work is online?)
}}

Security PGP 101

2015-06-02T13:36:17Z

Zara: Created page with "{{Tutorial |Title of the tutorial=PGP 101 |Kind of learning session=101 |Tutorial category=Discussion |Duration (hours)=1.5 |Learning objectives=Understanding the basics of PG..."

{{Tutorial
|Title of the tutorial=PGP 101
|Kind of learning session=101
|Tutorial category=Discussion
|Duration (hours)=1.5
|Learning objectives=Understanding the basics of PGP and encryption
|Prerequisites=Facilitators should have a good understanding of what PGP is, be able to answer questions on how it works, and be able to help people downloading and using software to encrypt their emails.
|Methodology=This session is largely explanatory rather than interactive:
Explain the following concepts:

* what PGP – Pretty Good Privacy – is
* Differences/similarities between PGP and GPG
* Why PGP is useful to us, and why might we want to understand it or use it?
* How it differs from SSL, TLS and HTTPS – and define these terms
|Number of facilitators involved=1-2
|Technical needs=None
|Theoretical and on line resources=[http://securityinabox.org%20 Security in a box]
}}

Hands On Understanding the group – Spectrogram

2015-06-02T13:33:38Z

Zara: Created page with "{{Tutorial |Title of the tutorial=Understanding the group – Spectrogram |Kind of learning session=Other … |Tutorial category=Icebreaking |Duration (hours)=0.5 |Learning ob..."

{{Tutorial
|Title of the tutorial=Understanding the group – Spectrogram
|Kind of learning session=Other …
|Tutorial category=Icebreaking
|Duration (hours)=0.5
|Learning objectives=Understand and visualise the variety of opinions and perspectives that are in the room, ideally towards the beginning of the workshop.
|Prerequisites=A line on the floor marking 'the middle' of the room – so people know which side to stand to show their opinions.

For the facilitator: none specifically
|Methodology=Mark a line on the floor towards the middle of the room, and signal that one side of the room is 'strongly agree', the other is 'strongly disagree', and if participants are 'neutral' towards a certain topic, they can stand in the middle of the room on the line.

Participants are asked to move around the room depending upon their feelings towards statements that the facilitator will read out, and the facilitator will also ask for opinions and reasoning behind their positioning, from certain participants.

Statements could include:

"The internet is dangerous": agree or disagree?”
"Only digital security experts can be digital security trainers."
"Technology can be sexist"

If there are any particularly polemic decisions, it might be a good idea for the facilitator to make a note of them for future discussions.
|Number of facilitators involved=1
|Technical needs=None
|Theoretical and on line resources=[http://facilitation.aspirationtech.org/index.php?title=Facilitation:Spectrogram Aspiration Tech's run through of the Spectrogram]
}}

Gender Tech Co-creating a safe space

2015-06-02T13:27:35Z

Zara: Created page with "{{Tutorial |Title of the tutorial=Co-creating a safe space |Kind of learning session=Holistic, Train of trainers |Tutorial category=Discussion |Duration (hours)=1.5 |Learning..."

{{Tutorial
|Title of the tutorial=Co-creating a safe space
|Kind of learning session=Holistic, Train of trainers
|Tutorial category=Discussion
|Duration (hours)=1.5
|Learning objectives=To come up with a shared list of agreements to be following during the rest of the workshop, in order to create a safe space for all participants.
|Prerequisites=Whiteboard/flip chart, post it notes.
|Methodology=Give participants post it notes, and ask them to write down on three things that the group needs in order to create a safe space this week, with one issue on one post it note.

Ask everyone to put the post it notes up on a wall, and cluster them according to themes.

Once a few main themes have come out of the clustering exercise, write these up on the flip chart, and ask people to come up with concrete examples of when these themes or issues might come up – for example, 'respect at all times' could have the concrete example of 'showing up on time', 'putting mobile phones on 'silent''.

Build out the themes to have a number of concrete examples or smaller parts to them that can then be displayed around the main room as a shared agreement. Ask people whether they agree with all parts, or whether there is anything they would add, before putting it up, and get a group agreement that all participants will abide by terms that everyone has come up with here.
|Number of facilitators involved=1 - 2
|Technical needs=None
}}

Hands On What does your internet look like?

2015-05-12T15:54:00Z

Zara: Created page with "{{Tutorial |Title of the tutorial=What does your internet look like? |Kind of learning session=Other … |Tutorial category=Icebreaking |Duration (hours)=1 |Learning objective..."

{{Tutorial
|Title of the tutorial=What does your internet look like?
|Kind of learning session=Other …
|Tutorial category=Icebreaking
|Duration (hours)=1
|Learning objectives=Understanding basic fundamentals about how the internet works, and providing a space for participants to ask questions they may have about the 'building blocks' that feature in other hands on sessions.
|Prerequisites=Big sheets of paper (at least 1 per participant) – coloured pens.

Facilitators should have a good understanding of how the internet works, and a reasonably high level of technical understanding.
|Methodology=Ask participants to spend 10 minutes drawing on a piece of paper what they think the internet looks like, using (if available) a variety of coloured pens- as abstract, literal or imaginative as they like.

After everyone has finished their drawings, hang them on the wall in a gallery for others to look at, and ask the people who drew each one to explain a little their reasoning behind their interpretation of the internet.
|Number of facilitators involved=1
|Technical needs=None
|Theoretical and on line resources=None
}}

Hands On How the internet works

2015-05-12T15:52:17Z

Zara: Created page with "{{Tutorial |Title of the tutorial=How does the internet work? |Kind of learning session=Hands-on Tools |Tutorial category=Icebreaking |Duration (hours)=1 |Learning objectives=..."

{{Tutorial
|Title of the tutorial=How does the internet work?
|Kind of learning session=Hands-on Tools
|Tutorial category=Icebreaking
|Duration (hours)=1
|Learning objectives=To understand what happens online when we send and receive an email, how many parties are involved, and how this changes with encrypted messages.
|Prerequisites=Open space to move around.

Facilitators should have a good understanding of how the internet works, and a reasonably high level of technical understanding.
|Methodology=Give participants different characters, such as:

* Users
* ISPs
* Google
* Facebook
* Yahoo etc / other companies

The aim of the exercise is to “send” and “receive” messages through the chain of participants.

A simplified version of this chain is:
1. The sender sending a message on gmail
2. ISP
3. Google
4. ISP
5. Yahoo
6. ISP
7. Receiver getting the message on Yahoo.

Get participants to stand in this order, and pass an unencrypted 'message' between them – and make it clear to them that every single one of them is able to read the message that is sent by the user without any trouble at all.

Next, get participants to send an encrypted message between them – this time, only the sender and the receiver are able to see the message.

Emphasise that the internet is a communication platform and nothing else. There are certain elements you cannot do without; and two basic components that could expose an identity are 'to' and 'from'.

Stuck with this model, there are two things that can be done – we can do it be aware of the model that we're using, and we can rely on tools.

Also, think about the following aspects:

1)Identity (you can change this)
2)Location (there are tools that can be used)
3)Channel (cannot control this one, very difficult to control). Either they are owned by governments or can be controlled by governments. Which is the lesser evil of the channels that you can choose. Encryption is passing through a channel but it is wrapped in a protocol.
4)The message (metadata is important here, as it might put you at risk)/ Metadata is the information about information. A digital photo has metadata, for example, the date it was taken, the name, the camera that took the photo.
|Number of facilitators involved=1
|Technical needs=Facilitators need to have a reasonably high level of technical knowledge to run the session and be able to answer any questions that might come up.
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Gender Tech Herstory Exhibition

2015-05-12T15:40:00Z

Zara: Created page with "{{Tutorial |Title of the tutorial=Photo Exhibition: herstory |Kind of learning session=Other … |Duration (hours)=1 |Learning objectives=Learning about key figures in history..."

{{Tutorial
|Title of the tutorial=Photo Exhibition: herstory
|Kind of learning session=Other …
|Duration (hours)=1
|Learning objectives=Learning about key figures in history from other parts of the world, and sharing those you admire and look up to.
|Prerequisites=Ask participants to bring with them the name, or a printed out photo of a woman in technology who they feel was influential in their cultures or countries. This doesn't necessarily have to be anyone particularly well-renowned, or directly as a coder, but simply someone who they admire, for whatever role they may have played.
|Methodology=Assuming participants have already put some thought into their chosen suggestions for the 'herstory' exhibition – ask everyone to put their pictures up around the room, like in a gallery.

If participants don't have big photos to put up, encourage them to draw their own interpretations and label them with the name of the woman and the country she comes from.

Walk around the “gallery” with participants and encourage whoever put up different pictures to tell the group about them and the work they did.

Afterwards, collect up these names and make them into a slidedeck for others to use in the future.
|Number of facilitators involved=1
|Technical needs=None
|Theoretical and on line resources=[https://vimeo.com/107858829 Computer sciences: Her story] (video)
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Gender Tech Personal Experiences

2015-05-11T15:49:39Z

Zara: Created page with "{{Tutorial |Title of the tutorial=Personal experiences in technology |Kind of learning session=Gender and Tech |Tutorial category=Icebreaking |Duration (hours)=1 |Learning obj..."

{{Tutorial
|Title of the tutorial=Personal experiences in technology
|Kind of learning session=Gender and Tech
|Tutorial category=Icebreaking
|Duration (hours)=1
|Learning objectives=Learning from the experiences of others in the room with you, and having an opportunity to share your stories in a safe space with other people. For people present who perhaps haven't had so many experiences in this realm, it presents a good opportunity to listen from those who have had other experiences.
|Prerequisites=A majority of the group need to be either women/from marginalised communities within technology, for this activity to work best.
Encourage others to spend time listening – passive participation is just as important as active.
The exercise is ideally carried out when participants have already got to know each other a little, rather than as a first exercise.
|Methodology=Ask people to get into small (3-4 person) groups, and think about experience they've had where they have felt marginalised in their communities. This might be anything from microaggressions at work, not feeling able to speak up, or blatant forms of discrimination. To the extent that they all feel comfortable, go around the group and ask people to share these experiences. If they don't feel comfortable sharing their own, talking about experiences they have heard about from others, is also a valuable contribution.

The exercise is primarily one around listening and sharing in small groups- if the group is already close, then sharing back in the big group might also be appropriate, but this is not a necessary part of the exercise.

Coming back to the big group, the facilitator could ask:

* What have you learned, from hearing from others in your group?
* Does anyone feel comfortable sharing their experiences with the bigger group?
* (Especially for those for whom these experiences might be new) - has this changed your perspective at all?
|Number of facilitators involved=1
|Technical needs=None
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Gender Tech Privilege in Tech

2015-05-11T15:17:00Z

Zara: Created page with "{{Tutorial |Title of the tutorial=Thinking through privilege in tech |Kind of learning session=Gender and Tech |Tutorial category=Icebreaking, Energiser |Duration (hours)=0.5..."

{{Tutorial
|Title of the tutorial=Thinking through privilege in tech
|Kind of learning session=Gender and Tech
|Tutorial category=Icebreaking, Energiser
|Duration (hours)=0.5
|Learning objectives=Demonstrating physically differences in privileges with regards to technology, and thinking through how these affect access to, and presence in, the tech community
|Prerequisites=Space to walk up and down – ideally steps, but a room with a 'baseline' marked, and space to walk forwards and backwards, would also work.
NB: not accessibility friendly, as participants need to walk forwards and backwards.
|Methodology=Line up all participants on either a line in the middle of the room, or on the middle step.
Facilitator reads out various statements regarding access to/privilege in technology, and participants are asked to take one step forward if this is true for them, or one step back if not.

Sample:
* I had a computer at home when I was growing up
* Where I live, I have good, consistent access to the internet
* I was under the age of 10 when I first accessed a computer
* I have my own laptop now
* I didn't have my own laptop until I was over 18.
* I can access the majority of what I want to read online, in my native language.

By noticing who moves forwards and backwards, and how often people swap spaces, participants are encouraged to think about their own levels of privilege within the community.

At the end of the exercise, ask the participants if there were any surprises in what they saw among the group. How do they think these privileges affect their current life and work?
|Number of facilitators involved=1
|Technical needs=None, apart from space
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Gender Tech Personal Memories

2015-05-11T15:11:10Z

Zara: Created page with "{{Tutorial |Title of the tutorial=Personal memories of technology |Kind of learning session=Gender and Tech |Tutorial category=Icebreaking |Duration (hours)=1 |Learning object..."

{{Tutorial
|Title of the tutorial=Personal memories of technology
|Kind of learning session=Gender and Tech
|Tutorial category=Icebreaking
|Duration (hours)=1
|Learning objectives=To think about participants own personal relationships with technology, and when gender stereotypes started to play a role.
|Prerequisites=None
|Methodology=* Get everyone to sit in a circle
* Distribute sticky notes and pens
* Ask everyone to write your earliest memory of using, seeing, or interacting with technology, with your rough age, and the device you used.
* Then go round the circle and (depending on how many people are present) – ask people to read out their answers.
* If there are too many people present, ask for volunteers to put their hands up, and read out their answers.

If the exercise stimulates discussion around certain stereotypes, the facilitator can also make a list of these at the front of the group.
|Number of facilitators involved=1
|Technical needs=None
|Theoretical and on line resources=[http://jezebel.com/5966870/female-neuroscientists-parody-that-embarrassing-science-its-a-girl-thing-video Science: it's a girl thing] – video, aiming to get more women in STEM fields. A bad example of how to address this problem, as it's catering to the stereotypes we're trying to get rid of.
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