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10 trucos para mejorar tu posicionamiento sin vender tu alma a Google +	'''Actividad''' Vídeo: https://www.youtube.com/watch?v=6UDnZ_flLHQ '''Demostración''' Presentación de 10 estrategias para posicionar tu contenido sin vender tu alma al diablo. https://archive.org/details/10Estrategias * Politizar nuestra necesidad de posicionarnos en Google Nuestra presencia en Internet es política. Es un espacio del que tenemos que apropiarnos y que facilita que otras mujeres se acerquen a nosotras. * Motores de búsqueda Son plataformas y páginas a las que se accede a través del navegador y que leen lo que hay en la parte indexada de internet (de las páginas web). Funcionan por algoritmos, donde hay variables ante las que reaccionan a las búsquedas. El orden de los resultados depende deː palabras clave, enlaces, contenido de pago y contenido orgánico: * SEO Buenas prácticas necesarias para optimizar tu espacio web y que te harán ganar relevancia de manera natural de cara a los buscadores * Tips de posicionamiento por contenido 1) Audiencia: Pensar primero en a quiénes nos dirigimos, qué quieren saber de nosotras y qué buscan de nosotras, qué necesidades resolvemos. Hay que considerar el tipo de lenguaje que usan ellas. Abandonar el mal hábito de usar el lenguaje de la cooperación, de los proyectos, de las financiadoras, etc. 2) Enlacesː Tener más enlaces significa tener mejor reputación, y me dan un aval de confianza. Asi mismo se pueden incluir nuestros enlaces a otros sitios porque da un aval de confianza a las otras 3) Crear imágenes propiasː Con nombres propios, para que el buscador la reconozca y que sea descriptivo de la imagen (no dejar el nombre que la cámara deja al archivo). Compartir con licencias libres 4) Frecuencia de publicaciónː Mantener el sitio actualizado, así dar motivos para que las mujeres regresen al sitio y crear fidelización. 5) Multiformatosː Que no sea únicamente textos si no que haya textos, audios, videos, gifs. Construir relaciones de reciprocidad en el marco de las dinámicas que se da en internet, porque hay distintas formas de aproximarse a los contenidos. 6) Originalidadː No se vale cortar y pegar. Importancia de citar. Crear contenidos propios implica dedicar tiempo. 7) Generar comunidadː Es importante vincular a la gente, pensar cómo las usuarias se pueden vincular con nosotras y desarrollar estrategias de involucramiento para que las mujeres se sientan parte de nuestra propuesta. 8) La estructura del sitioː A veces menos es más. no es necesario meterle 135 fotos a la portada, demasiada información, audio automático, etc. OJO con los botones de redes sociales, porque esos botones dan nuestra autorización a estas plataformas para acceder a la información de las mujeres que nos visitan. 9) Palabras Clavesː El uso reiterativo de palabras clave es importante para posicionar también un discurso político en internet. ¿Qué palabras usadas por las usuarias nos caracterizan? (no las nuestras, sino las de ellas) Usar categorías y etiquetas facilita la navegación 10) Planificar los contenidosː Sin planificación no se puede evaluar ¿qué elementos son necesarios para crear contenidos? ¿qué tipo de contenidos voy a crear? '''INPUT''' Ejercicio práctico: 1.-Identifica 5 palabras que describan el trabajo de tu colectiva. Ej. Ciberfeminismo, Arte, Tecnología, Violencia, Feminismo 2.- Identifica un tema para la creación de un contenido digital y los elementos complementarios. Ej. Legislaciones contra la violencia digital en Latinoamérica. Elementos: Investigación sobre legislaciones digitales, informes internacionales, enlaces a organizaciones que trabajan esta temática, vídeo sobre la violencia digital, imagen del congreso de mi país. '''Profundización''' PLENARIA '''Síntesis''' Pedir a dos voluntarias que recuerden a las participantes dos de las 10 recomendaciones. Evaluación  +
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Contraseñas seguras +	#Crea contraseñas que tengan más de 10 dígitos No se valen nombres de mascotas. Sí como yo, estudiaste en un colegio con influencia religiosa: Nabucodonosor es bastante predecible. No usen: números de cédula, nombres de parientes, fechas de cumpleaños. Diez dígitos es bastante; pero para eso pueden usar el siguiente truco: deconstruir frases. # Deconstruir frases Piensen en una frase: de una canción, de un libro, un dicho, o incluso un chiste de pepito. Voy a ser pretenciosa aquí y voy a usar: “Ser o no ser, he ahí el dilema”. Lo primero sería juntar todas las letras: seronoserheahieldilema Ahora viene la deconstrucción, una opción sería reemplazar las vocales por números. Lo más común es hacer las siguientes equivalencias: e= 3, i=1, o= 0. No estoy segura de cuáles serían los números equivalentes para a y u. En este caso, voy a usar a=4. En fin, nos quedaría algo como esto: s3r0n0s3rh34h13ld1l3mm4. Pero cada quien puede hacer las equivalencias que quiera, por ejemplo, podría usar e=8. Ahora, voy a incorporar signos: de puntuación, numerales, porcentajes. Para que no se me olvide, voy a hacer equivalencias, como hice con las vocales: claro que para este caso, no voy a hacer equivalencias de todas las consonantes. Voy a usar: s=%, h=& y m=! Y mi contraseña sería: %3r0n0%3r&34&13ld1l3!!4 # No anotes tu contraseña en un papel o archivo de texto con el título: CONTRASEÑA Ok. Ya tenemos nuestra contraseña, ahora sólo tenemos que recordarla. Sí hicimos las equivalencias, no debería ser TAN difícil recordar la contraseña. Pero ya sabemos que todas tenemos malos hábitos y confieso que en más de una ocasión he hecho un archivo .txt para recordar una contraseña en particular. Lo que creo que es inaceptable es andar las contraseñas anotadas en la última hoja de un cuaderno, en la agenda o en una hoja suelta, que vaga libremente en nuestros bolsos. Y por supuesto que no podemos tener un archivo llamado contraseñas.txt o contraseñas.doc en nuestros archivos digitales. # No utilices la misma contraseña para sitios distintos Si, yo sé que Google nos lo hace todo muy fácil y que con sólo abrir mi correo tengo un blog, un perfil de Google+ y un canal de YouTube. Pero no hay ninguna razón por la que tu contraseña para Facebook, Twitter y tu correo sean la misma. Sí una página te pide que abras una cuenta o que vincules la página con tu cuenta de Facebook: no la vincules. Te toma unos minutos más y dar un montón de vueltas entre tu correo y los links de confirmación: lo sé. Y en esa línea: no crees cuentas en páginas que no vas a volver a usar. Ya me ha pasado, que estoy tan ansiosa por descargar un libro que hago una cuenta en libros.com y luego no vuelvo a entrar a la página y sólo recuerdo que tengo una cuenta cuando me llega un correo para que actualice los datos. Cuando una de tus cuentas es violentada; por lo menos podes tener la seguridad que las otras cuentas están seguras. '''No le des tu contraseña a nadie:''' Ya sea tu pareja, que agarro la última fiebre machista e insiste en que saber tu contraseña es señal de amor y confianza; ya sea la persona que le hace chequeo técnico a la computadora, porque a veces necesitan reiniciar la computadora y para acceder al usuario tenés clave de acceso; o ya sea a tu mama que necesita enviar un correo a una tía que vive fuera del país, o porque vos estás en Xanadú y no podes revisar sí te llego la notificación de una beca que estabas esperando.  +
Cuidados, Concentración +	Ejercicio de concentración: Escuchamos una cápsula radiofónica didáctica para hacer consciente nuestra respiración '''Ejercicios: 1. Sostener el cuerpo''' Esta técnica aporta paz y tranquilidad a las personas que atraviesan por un momento de estrés agudo situación de ansiedad, temor, tristeza, desaliento etc. La podemos utilizar para bajar una situación de crisis con una compañera A través de esta técnica se hace una conexión directa con la energía de la persona afectada, por lo tanto es necesario estar muy centradas tranquila y consciente de que vamos a compartir amor, paz armonía y tranquilidad con nuestracompañera. Antes de empezar, me tengo que concentrar, una pequeña meditación de dos minutos conlos ojos cerrados y también protegerme. '''Pasos:''' 1. Sostener la frente y la base del cráneo, colocando las manos suavemente sin tocar la cabeza. Por 3 a 5 minutos. 2. Sostener la coronilla con la punta de los dedos sobre la frente. Por 3 a 5 minutos. 3. Sostener los hombros. Por 3 a 5 minutos. 4. Sostener la parte sobre el esternón (pecho) y detrás del corazón (espalda). Por 3 a 5 minutos. '''Ejercicios: 2. "Switching" (fantasía guiada)''' Para centrarse ocorregir el flujo de energía '''Pasos:''' Sientate cómodamente y respira profundo. Cruza el tobillo izquierdo sobre el tobillo derecho Extiende las manos hacia el frente. Da una vuelta con las manos con los pulgares dirigidos hacia la tierra. Cruza la mano derecha sobre la mano izquierda. Entrelaza los dedos de las manos formando un puño. Con un puño de las manos toca el centro de tu esternón. Cierra los ojos, respira profundo y relaja todo el cuerpo. Imagina que te puedes bajar hacia un lugar en el centro de tu ser. (Te puedes imaginar un centro debajo del ombligo en el centro del abdomen. Para la gente de China este centro se llama el Dantien. Para la gente de India es la Hara.) Relaja la lengua adentro de la boca y con la punta de la lengua toca detrás de los dientes superiores. Respira profundo y deja ir todo los pensamientos. Descansa en paz y en silencio profundo por algunos minutos. Después de dos o tres minutos, relaja las manos encima de las piernas. Respira profundo y despacio abre los ojos. Estira las manos y los brazos. '''Discusión: Efecto del estrés y trauma en hacktivistas''' Compartimos la importancia de poder conectarse con una misma, con sus emociones y lo potente que es para ello las meditaciones. Compartimos diversas experiencias de estrés, cuidado, falta de cuidado e impactos en los cuerpos de las activistas '''Cierre:''' Cerramos la sesión con un ejercicio de contención colectivo abrazándonos y mesándonos en circulo.  +
Cuidados, Cuerpo +	'''Ejercicios 1''' Diversos ejercicios de estiramiento y soltar tensiones en manos / espalda / brazos Se puede encontrar el vídeo explicativo en el siguiente link: https://archive.org/details/BOOTSEQUENCE '''Ejercicios: 2''' Descansar los ojos Cerrando los ojos realizamos un ejercicio para concentrarnos y descansar los ojos. Las mujeres activistas que trabajamos mucho tiempo en la computadora sufrimos muchas veces de trastornos del sueño, de la concentración y/o vista por la sobre exposición a pantallas de computadora. Este ejercicio ayuda a bajar latensión y afectación en los ojos. Con los ojos cerrados, en una meditación guiada, vamos recorriendo con nuestros ojos un reloj imaginario: 1. Primero recorremos el reloj iniciando por el punto 12, pasando al punto 3, al punto 6,al punto 9 y regresamos al punto 12. Nos detenemos un minuto para cada punto, Repetimos el ejercicio dos veces 2. Ahora recorremos el reloj deteniéndonos en todos los números del reloj: iniciamos en el 12 y recorremos: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 y regresamos al 12. Nos detenemos un minuto para cada punto. 3. Nos mantenemos dos minutos en silencio con los ojos cerrados y con suavidad vamos abriendo los ojos. '''Ejercicios: 3. Soltar tensiones en el cuello y espalda''' Basándonos en la técnica de la acupresión, vamos a ayudar a que la energía acumulada en la espalda y en el cuello fluya, vamos a presionar ligeramente con nuestros dedos índice puntos de acupresión. A través de esta técnica se hace una conexión directa con la energía de otra persona, por lo tanto es necesario estar muy centradas tranquila y consciente de que vamos a compartir nuestra energia con nuestra compañera. Antes de empezar, nos tenemos que concentrar conuna pequeña meditación de dos minutos con los ojos cerrados, este también es el momento para protegerse. Pasos 1. Presiona ligeramente con tus dedos índices los puntos ubicados en el hoyito al lado de los omoplatos. 2. Presiona ligeramente con tus dedos índices los puntos ubicados en la base del cuello 3. Presiona ligeramente con tus dedos índices los puntos ubicados en el cuello justo debajo de donde empieza el cuello cabelludo 4. Después de soltar la energía, las personas que trabajaron juntas se agradecen.. '''Discusión:¿De que me di cuenta? ¿Que construí y que necesito?''' Compartimos las diversas emociones con las que nos conectaron los ejercicios. Varias compañeras pudieron soltar emociones con las que no podían conectarte hace años. Cerramos agradeciéndonos la confianza las unas a las otras y rifamos unos aceites de masaje.  +
Cuidados, Descargar emociones +	Durante unos minutos, bailamos juntas al sonido de tambores relajantes porque como dice Emma Goldman, Jane Barry y Jelena Dordevic : ¿De que sirve la revoluciónsi no podemos bailar? '''Ejercicio 1. Abrazar los dedos''' Escuchamos una capsula radiofónica didáctica. '''Resumen:''' Cuando sientes una emoción fuerte, abraza tu dedo con la otra mano y sostenlo por 2-5 minutos hasta que el nivel de la emoción baje. Por cada dedo existe una conexión de la energía que corresponde a una emoción como los mostramos de la siguiente manera: '''Pulgar:''' es para las lagrimas, dolor y pena emocional. Agarrarse los dedos no impide las lagrimas o el dolor, pero permite que la energía se mueva hasta que la persona se calma. Agarra el pulgar, respira profundamente y exhala el dolor y la pena que sientes. Agárrate el dedo hasta que sientas un pulsación de energía. '''Índice:''' es para el miedo, es importante escuchar el miedo como una/o escucharía a un guía. El miedo puede decirnos muchas cosas sobre vuestro medio ambiente, nuestro bienestar físico y nuestro crecimiento. Es lo que hacemos con el miedo lo que es importante. Si tienes miedo, en vez de paralizarse, agarra tu dedo índice para tomar una decisión sabia en la situación – huir, quedarse o reaccionar. Con el estrés traumático una persona puede sentir pánico continuamente en su cuerpomente-espíritu. Usar el dedo índice es una buena manera de aprender como trabajar con el miedo, en vez de ser una victima del miedo. Mientras te agarras el dedo índice, exhala y deja ir el miedo, e inhala coraje y fuerza de ser. '''Medio:''' es para la cólera y la rabia. La cólera es una emoción natural y normal en muchas situaciones, La furia puede dar como resultado la violencia hacia otras o hacia nosotras mismas. La ira reprimida o la negación de nuestras propias profundidades de furia, puede resultar en un comportamiento pasivo-agresivo o en muchos síntomas físicos en el cuerpo que incluyen artritis, ulceras, migrañas y nudos en los músculos de varias partes del cuerpo. Agárrate el dedo del medio, exhale y deja ir toda la furia y la cólera, inhala energía y pasión creativa en tu ser. '''Anular:''' es para la ansiedad y el nerviosismo. Como mucha gente inconscientemente juega con sus anulares cuando está afligida y molesta por el constante ruido mental. El anular ayuda a descargar la innecesaria aflicción y ansiedad, guardando la energía para la acción. Respira profundamente y agarra tu anular. Exhala, dejando ir todas las preocupaciones y ansiedad. Inhala con un profundo sentido de paz y seguridad en medio de los problemas de la vida, sabiendo que estas respaldada y cuidada espiritualmente '''Meñique:''' es para la autoestima cuando una se siente victima de las circunstancias. Sujetate el meñique es una manera de controlar los sentimientos de indignidad y baja autoestima. Para dejar de sentirte como victima, es importante primero reconocer lo que se consigue cuando uno se siente de esa manera – atención, lastima, la preocupación de las otras. Situarte en un estado de poder y autoestima da muchas recompensas y un verdadero sentido de aprecio ante los ojos de las demás. Agárrate el meñique, respira profundamente, exhala y deja ir la inseguridad y la falta de autoestima. '''Ejercicios: 2. Descargar ansiedad''' Las técnicas para la liberación emocional son muy útiles para desbloquear y sanar emociones fuertes, miedos, ansiedad, dolor emocional, enojos, memorias traumáticas,fobias y adicciones, así como para aliviar, síntomas de dolor, como el dolor de cabeza o dolor del cuerpo. La técnica se basa en la teoría del campo de energía del cuerpo, mente y espíritu, junto a la teoría del meridiano de la medicina oriental. Los problemas, traumas, ansiedad y dolor pueden causar un bloqueo en el recorrido de la energía en el cuerpo. Con golpecitos o acupresión en los puntos conectados conlos canales o meridianos de energía pueden ayudar a desbloquear la energía congestionada y promover un recorrido fluido o sano de energía en el cuerpo yen el campo mental. '''Pasos:''' * Sientate muy comoda, sin cruzar pies * Piensa en un problema que pueda servirpara medir su nivel de ansiedad: Elije para trabajar un problema, una preocupación, una fobia, una ansiedad, unamemoria traumática, o algún pensamiento negativo. * Usando una escala de 0 a 10 mide el nivel de ansiedad que siente cuando piensa en elasunto. (0 = nada de ansiedad y 10 = máximo nivel de ansiedad). * Da de 7 o 9 golpecitos a los puntos de acupresión abajo identificados * Respira profundamente mientras das los toquecitos con los dedos índice y medio en lospuntos indicados: 1. Los puntos donde empiezan las cejas 2. Los puntos donde terminan las cejas 3. Los puntos en los pómulos, debajo de las pupilas 4. El punto debajo de la nariz 5. El punto en la barbilla, debajo de los labios 6. Los puntos unos 10cm, debajo de las axilas 7. Los puntos debajo de las clavículas por el esternón. * Toca el punto que se encuentra al lado dela mano y repite 3 veces: “A pesar de que tengo este problema, estoy bien, y lo trabajo!” * Vuelve a repetir la secuencia presentada enlos puntos 2 y 3: * Repite esta secuencia hasta que su nivel de ansiedad haya bajado a 0-2 * Date un masaje suave en el “punto adolorido” que seencuentra al lado izquierdo del pecho, unos 5cm debajo del lado izquierdo de laclavícula y 4 o 5 cm al lado del esternón.  +
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DataDetox +	Introduction: (15 mins) Start with the disclaimer: (and this is really key!) - If you decide to do data detox please be aware that you may find information about yourself that you did not know was online, and this may be distressing for you. We explain that this is structured as an eight day program, but we will only be doing a two hour 'taster' session to give people a feel of what it is like, and how they can continue to use it in their own locations. In this session, we started by giving a background to the development of the DDKit within the context of Tactical Tech's Glass Room and My Shadow program; and the objective of this intervention and program to raise awareness about 'data shadows' and 'traces', what they mean, and how to control them in the interest of privacy. There are details about the Glass Room online here: https://tacticaltech.org/projects/glass-room and about data shadows and why they matter here: https://myshadow.org However, if you don't know much about the Glass Room, you can just start with MyShadow and what it is about, and the move to the Data Detox Kit. Activity1. Intro to the Data Detox (15 mins) All the participants go to https://myshadow.org/ckeditor_assets/attachments/189/datadetoxkit_optimized_01.pdf and do the personal activity listed at the start and do the activity under 'Discovery: Day 1'. . Familiarise yourself with the kit and its layout. Participants feedback after activity: - what did they feel? - what did they discover? - how much of this was new to them? - what was the most surprising? Activity 2 (20 mins) - Get participants into pairs and assign each pair one of the days of the data detox kit. If there are a lot of people, you can assign more than one group a particular day. In the GTI in Malaysia in 2017, we focused on Days 2,34,5. Depending on how long the session is, you can increase it, ie do more sections of the DDK on a second day or later session - Alert people to the Appendix section at the end that offers some helpful tips on how to find settings on various operating systems on their devices. Report Back – 30 mins - Each group reports back talking about what they learned, what they could and could not do (technically), the technologies or terms they need help with. Activity 3. Brand New You. ( 15 mins) : - Ask participants to form new pairs, or small groups of three people max. - Ask them to look through Day 7 of the Data Detox Kit and talk about what they think is doable, or not, what they might want to do themselves,. and how they would practically go about it, what kinds of support they would potentially need, or skills, or information. - Ask the group to report back, but not in detail, just about their discussion. End of the session  +
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Feminist Data Politics: Quantifying Bodies +	Begin session with giving some context to the history of quantification of bodies in 19th C Europe. Always good to customise this with a lot of local examples and contextually relevant material, for example, in the Asian GTI, we used examples from the colonial history of the region. Presentation: - Europe, 1800s-1900s – through industry, scientific advancement etc human knowledge and grasp of various anatomical realities – an idea of God was displaced. There was an explosion of ‘rationality’, ‘scientific’ truth... While mathematics is ancient, the way of cataloging and organising information is relatively modern that started in this period. Thus a growth of libraries, cataloging systems, indexing systems, field guides, and so on. - These advancements in discovery, invention, science - These times were also marked by slavery and colonial empires - All these ideas of development, change, transformation etc changed the European mindset – they came to think of themselves as superior. This is known as Social Darwinism. - The interaction between society and tech; it is not just a one-way thing,that tech creates an influence on society, but societies also shape, and re-shape technologies. - The emphasis on measurement, classification, numbering, naming, indexing led to the identification of norms, 'the normal', and outliers. This was not just about numbers, but was extended to people based on their behaviour. Criminals, prostitutes, the mentally unwell etc. these people were social ‘deviants’ and there was also an interest in carrying out scientific testing and experiments on these deviants to ‘understand’ them better. They were also considered as not valuable to the 'efficient' direction in which early modern European society was going. - One example of a sub-discipline developing within criminology was Bertillonage. Andre Bertillon started studying criminal’s bodies, physiognomy etc (size of head, size of ears, placement of ears on the side of the head, size of the lips etc) in prison to try and discern patterns between the physical make-up of criminals and the crimes they had committed, as well as compared to the general population. - Another example that connects these practices with colonialism was the story of Sarah Baartman: she was brought from South Africa as an exhibit to the paraded, measured (movie reference: Venus Noir). In Asia, while the above was documented more in the African context, the colonisers did census and gathered finger-prints to gather knowledge about the ‘natives’. - Photography developed as a medium, a volatile medium because it is so unstable, through which bodies were documented and identified. Present day examples of how race intersects with this unstable medium : the Apple watch, the Shirley Card for lighting in photography The session then moves on to the present day, looking at recent practices of quantification and big data. - The body becomes the best way to prove your identity, it becomes a very clear marker. Body scanning, facial recognition, fingerprinting, biometric databases etc. India has constructed the world's largest biometric database, called Aadhaar. - At the same time, the Quantified Self Movement sought to bring the control and power of quantification to the self; to quantify the self, to gather this knowledge as ‘self knowledge’. It started in 2007, founded by Kevin Kelly and Gary Wolff, were editors of Wired Magazine. - Fitbits and Unfitbits But who owns this data? How secure is this data? To creatively counter these narratives, there are two artist projects which challenge the notions of personal quantification. Session then moves on to an exercise: Exploring Menstruation Apps Ask participants to get into as many groups as there are apps to discuss; generally, it works well to have 4-5 people per group. Each group should be assigned one app from the list mentioned in the Arrow journal (see resources below) OR identify new/current/local apps based on your own knowledge of the landscape. Ask the group to spend 20 minutes finding out the following based on a review of the app, the privacy policy, and online searches - What the app does - What kinds of data it collects about the user - Where the data is stored - Who owns the data and what they do with it - Who made the app, and what are their motivations for it? Once the groups have completed the exercise, bring everyone back together for a feedback and review session.  +
Ficción especulativa +	Actividad #1: Presentación y juego - Tras una presentación rápida del grupo de participantes, se puede hacer una dinámica más corporal para romper el hielo y buscar inspiración maquínica y ficcional en las participantes. Una posibilidad es simular la construcción colectiva de una máquina en la que cada persona representa una parte (simulando el sonido y movimiento de dicha parte). Actividad #2: Crear las características del mundo - Previamente se han creado categorías: funcionalidades, adjetivos, materiales, personajes, espacios físicos, formas de uso, etc. Pueden crearse tantas categorías como se desee, lo importante es que sean complementarias entre ellas. - Cada persona agrega elementos a cada una de estas categorías, es una dinámica tipo "lluvia de ideas" Actividad #3: Combinar características para crear otros mundos - A partir de la combinatoria de las categorías que emergen en la lluvia de ideas, se van desarrollando los engendros combinatorios. Por ejemplo, si me ha salido la combinación: funcionalidad de tragar sapos + adjetivo de suave + material de madera + espacio físico dentro de mi cerebro; entonces deberé desarrollar un artefacto o personaje que corresponda a estas características, por ejemplo: "Dentro de mi cerebro hay un cubo de madera muy suave que se traga y hace desaparecer todos los sapos que hipotéticamente se convertirían en príncipes azules" Actividad #4: Dar cuerpo a los engendros - Con los resultados de la actividad #3 se pueden hacer distintas cosas, esto ya dependerá del tiempo disponible y de la planificación que se haya hecho. Posibles aplicaciones son: * Realizar dibujos a partir de la combinación de categorías * Realizar modelado tridimensional con plastilina * Realizar collages con recortes y fotos Actividad #5: Escribir historias - Por medio de la técnica del "cadáver exquisito": https://es.wikipedia.org/wiki/Cad%C3%A1ver_exquisito o por medio de la escritura individual se van desarrollando narraciones en las que aparezcan y actúen los engendros desarrollados  +
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Gender Tech Co-creating a safe space +	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.  +
Gender Tech Collective stories +	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.  +
Gender Tech Herstory Exhibition +	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.  +
Gender Tech Online/Offline Cyberfeminism +	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.  +
Gender Tech Personal Experiences +	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?  +
Gender Tech Personal Memories +	* 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.  +
Gender Tech Privilege in Tech +	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?  +
Gender Tech Researching VAW +	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.  +
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Hands On How the internet works +	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.  +
Hands On Understanding the group – Spectrogram +	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.  +
Hands On What does your internet look like? +	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.  +
Holistic security - A day in your life +	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'.  +
Holistic security - Self care +	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.  +
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Install party free software vs gender codes +	1) First briefly explain what an install party is and also explain P2P systems to share data (i.e. not mediated by a central server). Ask if participants in the room can explain those concepts in their own words. Then describe parallels between proprietary software systems where the code is closed and cannot be reviewed or modified and heterosexual sex-gender systems (we know how they work but we can not easily change them). Brief discussion. (10 minutes) 2) Start the install party. Each person writes on post-its (or in a usb scheme, see document attached) concepts that have to do with gender, feminism, sexual dissidence, sexuality, or any specific knowledge/skills they can share with another person. One copy of these post-its / identifiers is posted on a wall and another on their body. After that every person writes a concept, situation, habit they want to remove or "un-install" (for instance patriarchy, sexism, transphobia etc) . They also stick one copy on their body and another one on the wall. (10 minutes) Give the group time to review the different concepts (installing and un-installing) on the wall. Check for repetitions and unify/cluster concepts. (10 minutes) 3) The installation begins. The group has to be divided into two groups, one will be the first "installers" and the other group will be "installed". The people in the "installed" group are individually choosing a concept they wish to install /learn and will have to look for the person who has that post it note on their body. Every person from the "installed" group then talks to their "installer" for 5 minutes. After this 5 minute session the "installed" person can become an "installer" of that concept to other persons, placing the post-it sign on their body. It is possible that during the installation several people want to install the same concept at the same time. If so, they can form a group where the "installer" can do a group installation. The dynamic is free and organic, the group adjusts to its own pace. Although this exercise is mainly about finding out about new concepts, it is also interesting to find new edges and perspectives to familiar concepts. The installation becomes an opportunity to exchange and amplify the understandings and practical experience around the freedoms of free software applied to gender codes. This exercise should last for about 40-60 minutes. Finish with a round of evaluation, impressions, and learnings (10 minutes)  +
Install party software libre vs códigos de género +	1) Se explica brevemente una install party, y los sistemas de P2P de compartir datos (no mediados por un servidor que centraliza). Se pregunta si alguna de las participantes sabe para que lo explique con sus palabras. Se describe los sistemas de software privativos donde el código está cerrado y sus pararlelos con los sistemas de sexo-género heterosexualizantes (sabemos cómo funcionan pero no podemos modificarlos claramente). Breve debate. (10 minutos) 2) Empieza la install party. Cada persona escribe en post-it's (o en un esquema de usb) de un color un conceptos que tenga que ver con el género, el feminismo, la disidencia sexual, la sexualidad, o un conocimiento que pueda compartir con otra persona, cuyo significado conozca y pueda explicar, aunque sea de una forma poco académica o formal. Una copia de estos post-it's/identificadores se irán pegando sobre el muro. Por otra parte escribirá un concepto, situación, hábito que sepa desinstalar, que pueda explicar a otra cómo buscar hacerlo. Tmbién lo pega en su cuerpo y otra copia en el muro. (5 minutos) Se toma un tiempo para agrupar los conceptos del muro. Se revisa si hay algunos repetidos y se unifican. (10 minutos) 3) Empieza la instalación. Ha de dividirse el grupo más o menos en dos partes, una de quienes serán las primeras “instaladoras” y otro de quienes serán “instaladas”. El grupo de “instaladas” va, individualmente, eligiendo un concepto que desea instalarse/aprender o desintalarse/desaprender para buscar a la persona que tiene aquel signo en su cuerpo. Se reúne con ella y durante unos 5 minutos mantienen una conversación de transferencia en torno a ese concepto. Tras esos 5 minutos la persona “instalada” ya puede convertirse en “instaladora” de ese concepto, colocándose la señal iconográfica (o post-it) en su cuerpo. Es posible que durante la instalación varias personas deseen instalarse el mismo concepto a la vez, en ese caso, podrán ir en grupo donde la “instaladora” para hacer una transferencia más colectiva. La dinámica es libre y orgánica, el grupo se va acomodando. Si bien al principio se busca colectivizar algunos conceptos, también es interesante recibir conceptos que una ya conoce para aprender nuevas aristas del mismo. La instalación se vuelve una situación de intercambio, de amplificación de las comprensiones y de experiencia práctica en torno a las libertades del software libre aplicadas al género.. Esta dinámica se puede extender durante unos 40-60 minutos. Para finalizar se hace una ronda de evaluación, impresiones, aprendizajes (10 minutos)  +
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Mobile Browsing +	'''Step 1: Introductions (10 min)''' Briefly introduce yourself and the session, then ask participants to introduce themselves and to answer the following questions: What browsers do you use on your mobile, and why do you use these specific browsers? What do you want to learn in this session? Taking expectations into account, give a brief overview of the session, including objectives, what will be covered (and what not), and how much time is available. '''Step 2: The browser as two-way street (30 min)''' While the browser allows us to access the internet, it also allows others to access lots of information about us. The following activity gives an overview of how the internet works, showing shows what information third parties can see when you browse the web or send email. It then shows what others can see when you use the internet via https and via Tor. Activity: "Https and Tor" Preparation If some participants have computers (one per group), write the URL up for EFF's diagram for HTTPS and Tor: https://www.eff.org/pages/tor-and-https Alternatively, print out the diagram in each 'mode' (HTTP, HTTPS, Tor) - one set for each group. Explore HTTPS and Tor (10 min) Break participants into small groups Give the groups some time to explore the 'Tor and HTTPS' diagram, and let them discuss their findings. Feedback and discussion (20 min) Groups report back on their findings. Discussion should cover: Who has access to your data traces? What is the difference between HTTP and HTTPS? What is Tor? How does Tor anonymise your browsing and block online tracking? '''Step 3: Tracking in the browser (30 min)''' Tracking in the browser is often invisible. The following activity gives participants the chance to see how tracking works. Activity: "Visualising tracking in the browser" Preparation Make sure you are familiar with Trackography and Lightbeam. More info can be found in the Reference Document for Browsers. Make sure you have enough computers available - one per small group. Lightbeam can't be installed on a mobile phone, and Trackography only works on larger screen. On the board, write up the links for Trackography and Lightbeam, or project these onto a screen. If there is limited internet, download the Trackography movie and screen-cast Lightbeam. Explore Trackography & Lightbeam (15 min) Divide participants between Trackography and Lightbeam, breaking into smaller groups if necessary. Participants should explore the two tools, and discuss their findings. Feedback and discussion (15 min) Groups report back on what was discovered. Fill in gaps and offer explanations as needed. The following concepts should be covered: What is tracking? What type of data is being collected, and by whom? What is Profiling? How can companies track me across website? What is browser fingerprinting? (Demo EFF's Panopticlick.) Trace-routes: how data travels across the internet. Go over how the internet works, if needed. '''Step 4: Browsing on your mobile: Hands- On Session (60 min)''' Run a hands-on session that covers the following: (find detailed information in the Mobiles Reference Document) Compare, choose, and customise Go through an overview of the different browsers available for the OS you're focusing on, and then: Android: Install and customise Firefox (only browser on Android where settings can be adjusted). iPhone: Customise Safari (only browser on iPhone where settings can be adjusted). Install a VPN or Tor Android Install Orfox and Orbot Discuss alternative app stores and help participants configure their phone settings to accept apps from other sources if they want to use these alternatives. iPhone: Since Tor (via Orfox and Orbot) can not be used via an iPhone, a VPN is the next best option. Show participants how to install a VPN, and have them set one up if possible. Tips: "How to run a Hands-On Session" Preparation Test out all the tools and settings you'll be installing and/or using in the session. Find or create resources to help participants self-learn along the way. Steps Break the group according to size, number of trainers and, if relevant, operating system (e.g. Android or iPhone). Each group should have at least one trainer. Walk each group through the steps involved, in an interactive way, with step-by-step instructions or guidance projected on the wall or printed out. '''Step 5: Search engines (20 min)''' Use the following activity to help participants understand important differences between commercial and 'alternative' tools, with a focus on Search Engines. Activity: "Choosing Tools" Preparation Print a "Choosing Tools" grid for each participant - make sure it's blank! Download a grid that's been filled in already with specific tools (some can be downloaded from the Materials page at MyShadow.org), or fill in a grid yourself, depending on what tools and services you're focusing on. (eg. search engines or messaging apps). You can either print this out for participants, or project it on the wall. Brainstorm apps and tools (5 min) Briefly introduce the activity, and give each participant a blank "Choosing Tools" grid. Focusing on a specific type of service (search engines, messaging apps, etc), put participants into pairs and ask them to fill in the first column with the names of some services/apps they can think of (e.g. for messaging apps: Whatsapp, Snapchat, Signal) Go through the Evaluation Framework (20 min) Using one services/app (eg Whatsapp) as an example, walk the group through each category step by step, explaining concepts and answering questions as they arise. Get participants back into pairs and give them time to fill in the rest of the grid. Give them a filled-in grid to compare their own against, and answer any questions. Discuss: How do you decide which tool best suits your own needs? (10 min) Lead a discussion that covers the following: When choosing a tool, it's important to think about what data you want to "protect". It can be useful to think about this within four broad categories: identity, social networks, content, and location. A tool might, for example, protect your content with encryption, but might also require access to specific information like your phone number, making it impossible to use pseudonymously or anonymously. If pseudonymity/anonymity is what you need, then a different tool might suit your needs better. '''Step 6: Strategies of Resistance (30 min)''' Use the following activity to guide participants through key strategies for taking more control of the data they share with commercial companies. Adapt it so that it specifically focuses on Browsing. Activity: "Strategies of Resistance" Preparation Prepare to present the four categories of resistance. Have a full list of examples for each one. Decide which area you would like the group to focus on (for example browser tracking, location tracking, mobile phones in general, etc). Four types of resistance (15 min) Ask participants for a few ways they have tried to increase their privacy online. Put some of these on the board. Use the examples on the board to lay out four broad strategies of resistance: Reduction (Reduce) Obfuscation (Confuse/Create noise) Compartimentalisation (Separate) Fortification (Fortify) Brainstorm strategies (20 min) Split participants into four groups, and give each group one of the four strategies: Reduction, Obfuscation, Compartmentalisation, Fortification. Set the focus area. Each group should brainstorm ways in which they can reduce / obfuscate / compartmentalise /fortify their data in this area. Feedback: presentations (15 min) Each group reports back to the entire group in a 2-3 minute presentation. Discussion (10 min) Lead a brief discussion on the benefits and limitations of each strategy, feeding in where necessary. Step 7: Wrap up (15 min) See if anything is unclear, and answer questions Direct participants to resources Hand out Tactical Tech's Pocket Privacy guide for Mobiles if you have them.  +
Mobile Communication +	'''Step 1: Introductions (10 min''') Briefly introduce yourself and the session, then ask participants to introduce themselves and answer the following questions: What do you use your phone for? What do you want to learn in this session? Taking expectations into account, give a brief overview of the session, including objectives, what will be covered (and what not), and how much time is available. '''Step 2: The basics of mobile communication (45 min)''' The following activity allows participants to see how mobile communication actually works, and what information third parties have access to along the way. Activity: "How Mobile Communication Works" Preparation Choose whether you are going to explain 'How mobile communication works' using (1) Mobile Communication Cards or using (2) paper and pen. For either option, be prepared to demonstrate how mobile communication works in at least two scenarios: through cellular networks (voice/sms, chat apps) through Wi-Fi (eg chat apps or browsing) If not already covered, also be prepared to draw the infrastructure of the internet, including how it works when using a VPN, proxy, and Tor. It could be useful to have a diagram at hand as a guide. Cards: If you're running the Cards version of this activity, print out ready-made cards from the materials page on MyShadow.org, or create your own. You will need at least two sets: Mobile Infrastructure cards, and Internet Infrastructure cards. If the group if big, you may need to print out multiple sets. Ideally there should be one card per person. Paper and pen: If you are running this activity without cards, Make sure you have enough paper, pens and markers. There should be multiple pieces of paper per participant. Option 1 - CARDS (40 min) What does the cellular network infrastructure look like? Depending on numbers, this exercise can be done in one group or multiple groups. Give each group one set of cards and ask them to put the cards in the correct order, showing how a mobile phone connects to another mobile phone through a cellular network. Compare results and then go through the order together. Ask participants if there are specific concepts that are unclear, and clarify. How does a mobile phone connect to the internet? Using the cards, get participants to demonstrate the difference between (1) connecting to the internet through a cellular network - cell phone towers, 3G/4G - and (2) connecting through Wi-Fi. What parts of the mobile phone and mobile communications infrastructure are involved? Who has, or could have, access to what information, at which points along the way? Option 2 - PAPER AND PEN (40 min) Draw the cellular network infrastructure Hand out paper and pens to each participant, and write up some key words on the flip chart: cell phone tower, 3G/4G, telco, triangulation. Ask participants to draw what the mobile communications infrastructure looks like, showing how a text message (SMS) travels from their phone to a friend's phone. Break participants into small groups. to present their drawings to each other and discuss differences and similarities. On the flipchart, draw how how mobile communication works. This should include the baseband, 3G/4G, Cell phone towers, mobile phone provider, triangulation. Draw how a mobile phone connects to the internet Ask participants to get into small groups and together draw how a mobile phone connects to the internet (give a specific case study, eg 'connecting to a website') Groups come back together, and compare their drawings. On the flipchart, draw two ways in which a mobile phone can connect to the internet: Through the baseband, 3G/4G, Cell phone towers Through Wi-Fi Receiver, Router, internet provider, internet infrastructure. Discuss: Who has, or could have, access to what information, at which points along the way? Key concepts to cover Mobile phone infrastructure and triangulation Internet infrastructure The difference between connecting over 3G/4G (cellular networks) and Wi-Fi (internet). '''Step 3: How does a phone work? What third parties have access, to which parts? (40 min)''' The following activity looks at how a mobile phone works, and how different parts of the mobile phone are used for information collection and tracking. Activity: "Your Mobile Phone - A breakdown in 4 Layers" Preparation Make sure you have the Mobiles Reference Document. Download the pdf What is a Mobile Phone? and either print out one copy per 4-6 participants, or project the pdf onto a screen. (If you have not downloaded these from the Materials Needed section, you can find them here. Intro: What's a mobile phone? From the group, elicit components of a mobile phone and write them up on a flipchart. Possible answers could include: keyboard screen antennae SIM card microphone speaker microphone battery baseband If participants hesitate, ask targeted questions like How does the phone record your voice? (It has a microphone) How does the phone store your contacts? (It has memory, like a PC hard drive). A mobile phone in 4 layers Walk the group through each page of the pdf and clarify any terms or aspects of the mobile phone that are unclear. A detailed breakdown can be found in the Mobiles Reference Document. Focus on one layer Set the following questions for group discussion (each group only needs to answer the questions relevant to their own page): What data is created? (Only pages "Core", "Smart", "Operating System") What are the risk involved with sharing this data? (Only page "Data Traces") Who has access to this data? (All pages) What are different actions you can take to increase your privacy and security? (All pages) Bring the group together for feedback, clarifying anything that's unclear. Data traces Get particpants back into the same groups and set the following questions: For the groups with Core, Smart, and Operating System: Focusing on the items on your page, what can you do to increase your privacy and get more control over your mobile phone? For the group with Data Traces: What are the risks involved in creating and sharing these data traces? (Also think about these traces being connected together) Feedback Each group presents their findings. After each presentation, ask the other groups if there is anything they can add, and offer clarification/information where needed. Step 4: What can you do? Tips on managing your traces (20 min) Walk participants through the Hands-On Checklist of the Mobiles Reference Document. Since this is not a hands-on session, run through these as a general overview. Step 6: Mobile Communication: Consolidation Quiz (10 min) Download the Mobile Communication Quiz. The quiz can be done using a projector or by reading out the questions, or it can be done individually with printed-out forms. Step 06: Wrap up (10 min) See if anything is unclear, and answer questions Direct participants to resources Hand out Tactical Tech's Pocket Privacy for Mobiles if you have them.  +

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