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• Threat analysis - Security planning  + (Methodology == Input/Activity: Basic secu …
  Methodology == Input/Activity: Basic security plan (50 minutes) == '''Step 1 Input.''' Now that we have analysed the threats we face in our work, we will make a simple security plan to correspond to one of our activities (ideally, the one we used as a basis for the threat analysis exercise), and present it to another participant. The objective of our activity and the threats associated with it are the basic starting point for planning. For each threat identified, it's useful to consider two corresponding things: 1. Our existing security practices and capacities: the well-being, attitudes, knowledge, skills and resources to which we have access which help to keep us safer from a particular threat. 2. The gaps in our existing practices, and our vulnerabilities: the well-being, attitudes, knowledge, skills and resources (or lack thereof) which make us more susceptible to a threat. '''Step 2 Input.''' Security plans can be written or unwritten – it depends largely on the culture of the group or organisation. However, it's good to keep in mind that each plan should include as a minimum the following: the objective of the activity; the threats identified; prevention actions and resources; response/Emergency actions and resources; including: WHEN is it an emergency?; Communication and devices; well-being and self-care. Using this as a guide, create a security plan for one activity you carry out in your work. Use the threats you identified as the basis for the tactics and tools you will use It doesn't all have to be new: Include your already existing strategies and capacities. '''Step 3.''' Give participants 20 minutes to draft a plan, and then 15 minutes to present their plan to a fellow participant. Discussion: Pose the following questions to the group: How do you know the tactics you are using are the right ones? Where does the plan fall short? What are the things you can not yet protect yourself against? Are there any new skills, tools, or tactics you will need to learn in order to implement this plan? == Input / Discussion: Security Strategies (20 minutes) == We've practiced making a plan for a single human rights activity. But it's a good idea to have an overall strategy rather than to just plan for single events. If we have a strategy, then we can use it as a basis for drawing up plans as our work demands them, and according to our own rhythm and style of working. Introduce the ideas of acceptance, deterrence and protection strategies as ways of opening the socio-political space for your work: '''acceptance:''' building support for our human rights work among the actors around us, including our 'opponents'. What are examples of ways you already build acceptance of your work? '''deterrence:''' raising the political cost of attacks against us, so that our opponents decide not to carry them out. What are examples of ways you already deter attacks against you? '''and protection or self-defence.''': building our own strengths so that our opponents can't attack us so easily. What are ways you already act to protect yourself? == Deepening: New Skills, Tactics and Resources Required (20 minutes) == Draw a matrix like the one below on a flipchart, whiteboard etc and have participants reproduce it. Threats New Capacities Resources needed Participants consider the threats they have identified, the new capacities they need to build, and in this respect, the resources they need in order to build them (15 minutes). == Synthesis == Making security plans and agreements of some kind helps us to have at least some peace of mind when it comes to preparing for our activities. Our plans should be living documents and correspond to our changing contexts. The tools and tactics we use should correspond to our threats. We constantly need to learn new tools and tactics as our context changes. This demands time and resources and, if possible, should be built into our strategic planning.
  ould be built into our strategic planning.)
• Privacy From data shadows to data brokers  + (Put participants in groups of 5, and ask t …
  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.
  t they “create value” from it in this way.)
• Training: Training design II  + (Put the participants into groups, and give …
  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.
  keep these report backs reasonably short.)
• Training: Training design III  + (Split participants into groups, and give e …
  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.
  for the facilitator to make note of them.)
• Gender Tech Online/Offline Cyberfeminism  + (The relationship between the online and of …
  The relationship between the online and offline worlds were addressed early on by cyberfeminist scholars and activists. In her book Zeroes + ones: digital women + the new technoculture, Sady Plant suggests that cyberspace has a feminist essence, and is therefore a natural space for women to inhabit. Rosi Braidotti, in her book Nomadic Subject, focuses on the fluidity and mobility aspects of online spaces that allows, she suggests, the creation of collective bonds among women. In other words, cyberspace makes global feminism possible in one's offline world as it is linked to the intimate, the immediate, the personal and the collective. Donna Haraway, in her Cyborg Manifesto, framed the internet as a force that might help shift forms of gender power on the Internet in turn enabling feminists to somewhat escape patriarchal structures online. This utopian view of cyberspace has since then been tone down as escaping gender, race or other intersectional forms of oppression has been much harder than first thought. But safe spaces are one way to experience and enable forms of collective and individual empowerment both online and offline.
  idual empowerment both online and offline.)
• Security: Password security  + (This session has two parts: first, an acti …
  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.
  introduction to password management tools.)
• Security PGP 101  + (This session is largely explanatory rather …
  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
  SL, TLS and HTTPS – and define these terms)