Creating safe online spaces

Facilitate learning and building capacity on creating safe online spaces, specifically for at-risk groups and individuals. We **highly recommend** that you choose a Learning Path to travel, as these include activities with different levels of depth that should help participants obtain more insight into the covered subjects.

Introduction and learning objectives

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This module is about facilitating learning and building capacity on creating safe online spaces, specifically for at-risk groups and individuals. Through this module you can explore, through activities and discussions, the factors that affect the ability to create spaces where feminist and sexual rights activists and their communities can feel safe. We explore the meaning of such spaces for feminist and sexual rights activists.

Learning objectives

By the end of this module, the participants will:


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Learning activities, learning paths and further reading

This page will guide you through the Module's correct use and understanding. Following the Learning Paths, with activities of varying depth, should allow participants to obtain a better grasp of the studied subjects.

Learning paths

We suggest starting this module with one of the Starter Activities: Unpacking "safe", The bubble, or Develop your internet dream place - in order for the participants to start exploring the concepts. If you want to be more specific, there are starter activities about consent and privacy (Photo social network), cloud storage and data privacy (The Cloud), and consent and device permissions (Visioning + discussion: Settings + permissions). Depending on your group's goals, these will help ground your group in concepts of safety and privacy.

You can use the Develop your internet dream place to work with a group that needs to redesign an existing internet space or design a new one with values of safety and privacy.

Then enhance the group´s grasp of the concepts with the Deepening Activities:

The Tactical Activities are practical hands-on sessions.

Learning activities

Starter activities

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Deepening activities

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Tactical activities

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Resources | Links | Further reading

Jac's social media and security slide deck


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Unpacking "safe" - visioning exercise [starter activity]

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This is a visioning exercise. The main purpose of the exercise is for participants to express their own definitions of a safe space and look for shared understanding of a safe space. A group might use this as a first exercise in designing new online spaces together or in redesigning an existing one with shared values of safety in mind.

This activity would work well as an ice breaker and as a way of grounding our ideas about safe online spaces in our experience of safe physical spaces.

This activity has three stages:

It is highly suggested that this activity is followed by Input + Discussion: Privacy, Consent and Safety.

Learning objectives this activity responds to

Who is this activity for?

This activity can be used with participants with different levels of experience with both online spaces and creating safe spaces.

Time required

This activity will require about 40 minutes.

Resources needed for this activity

Mechanics

Individual visualisation: 10 minutes

Ask your participants to close their eyes and think about a specific place/time/circumstance in which they felt the safest. Encourage them to be specific in their visualisation – not in terms of the place/time/circumstance, but in thinking about the factors that made them feel safe. This could also be an imaginary place/time/circumstance.

Option: Drawing

This can also be a visualising exercise where you ask participants to draw the place/time/circumstance in which they feel the safest, including the elements and factors that made them feel safe.

Small group discussion: 15 minutes

In small groups of three to five people each, ask participants to share with one another what they have visualised.

Note: For a workshop with six or fewer participants, you can facilitate both discussion steps as a full group. The purpose of using small groups is to ensure that each participant has time to speak about what they have visualised.

Full group: 15 minutes

To process, write "SAFE" in the middle of a sheet of flip chart paper and "mind map" the question: "What was it about the place/time/circumstance that made you feel safe?"

At the end of the exercise, you will have come up with a list of words, phrases and concepts that define "safe".

Notes for the trainer/facilitator

Suggested tweak


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The bubble - visualisation exercise [starter activity]

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This is a visualising exercise. The purpose of this exercise is to facilitate discussion about privacy and for the trainer and participants to understand varying concerns about privacy in the room.

This activity is not meant to deepen awareness of privacy, but rather have the participants reflecting on their individual notions of privacy.

This activity should be paired with either Making Online Spaces Safer or Input + Discussion: Privacy, Consent and Safety.

Learning objectives this activity responds to

Who is this activity for?

This activity can be used with participants with different levels of experience with privacy issues online and offline.

Time required

This activity will require about 40 minutes.

Resources needed for this activity

Mechanics

This is a visualising exercise. Participants will be given flip chart paper and markers to draw.

Individual visualisation - 30 minutes

If your are comfortable, close your eyes. Imagine a dot of bright light. Is it still, is it moving? How does it move? Now, imagine a circle around this dot. And now imagine both are moving, and the dot remains in the circle the whole time. You are both yourself, the dot, and your boundaries, the circle. How does it feel to be in this? This is a visualization of you inside of boundaries that are safe for you.

First, ask participants to draw an avatar of themselves in a circle in the centre of the paper.

The circle represents their individual bubble of privacy.

There are things inside and outside of the bubble.

On post-it notes, one concept per note, ask them to put the things that they keep most private and people they share the most private things with inside their bubble, and to place things they consider public outside of their bubble.

These things could include:

A sample of what this could look like:

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After they do the first circle, ask them to draw another circle, and then re-arrange the post-its according the levels of sharing of information that they want to have among different people.

This could look like this:

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The lastly, ask them to draw another circle, closer to their avatar and think about the things that they would never share with anyone, and put those in that circle.

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Full Group Debrief - 25 minutes

To process, ask the participants about the exercise and the reflections/insights that they had as they were drawing.

Ask them how they decided who was inside and outside their bubbles, and about the proximity of those outside the bubble to their bubbles.

Reflect on how their individual bubbles relate to creating safe spaces for themselves – online and offline.

Some guide questions for the debrief:

Facilitation Note: Do not comment on the participants' bubbles and where their information/feelings/thoughts in. Do not encourage that kind of behaviour among the rest of the participants as well. Little things like gasping in surprise, raising an eyebrow, or laughing when some is sharing their bubble does not create a safe environment for the participants.


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Develop your internet dream place [starter activity]

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In this activity, participants consider elements of an online space where their community can thrive. Depending on the goals of the group and workshop, facilitators can prompt participants to consider possible activities and ways of being in online spaces.

This is a visioning exercise and can lead into a discussion about the online spaces where participants are most often and the possibilities and limitations of using these platforms in alignment with the ideal space they have envisioned.

Learning objective this activity responds to

Who is this activity for?

This activity is for people who participate in online spaces. It may be a good activity for a group to address redesigning a space that is not currently serving the group, or for a group who is establishing new online spaces together.

Time required

Total suggested time for a standard workshop with 12-15 participants: 2.5 hours

Resources needed for this activity

Mechanics

Discussion: Why are we online? Why is it important to us?

Because we will be looking at the many ways that the internet is not designed for our safety or privacy, ground this conversation in the reasons participants are online. If you are familiar with the group already, you may be able to give examples of the work they are doing online. If you are less familiar with the group, ask the participants for examples of things they are doing online that are significant to them.

Make space for discussion about different facets of people's lives.

Some guide questions for this discussion:

Facilitation Note: It is a good idea to stress the point that the internet dream space is for personal and political / activist work. So, depending on how the participants are responding to the guide questions, challenge them to think about their personal and their activist work and their use of the internet.

Write down the highlights of the discussion.

Small group activity

With the discussion in mind, form small groups (3–5 participants) to develop their internet dream place.

During the small group discussion, ask them to reflect upon and answer the following questions:

Have the groups draw out this space as creatively as possible, and get them to prepare a creative presentation for the rest of the group.

Shareback

To process the presentations, have the other participants ask clarification questions after the presentations, and list down more strategic/ethical/substantive questions, and hold those off until after all the groups have presented their ideas.

Debrief

To end this learning activity, discuss the following:

Notes for the facilitator
  1. Ask questions around other considerations in creating safe online spaces:
    1. Who are the ones that will threaten the safety of this space? Internally and externally? How can they protect the space?
    2. Where are the spaces hosted (i.e. national laws have an impact on whether or not these spaces can even exist, as well as redress if the space is abused)?
    3. Are there legal considerations in creating such a space for the target group?
    4. What are the responsibilities and liabilities of social media platforms when things go wrong? What are they in reality? And what should they be? You might want to read up on the Manila Principles on Intermediary Liability.
    5. What are the international and national human rights standards on privacy? What are the legal privacy considerations?
  2. This could directly lead to an input/lecture on the principles of online safety, or a lecture on the privacy issues in social media.

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Photo-social-network [starter activity]

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This is a visualization activity. The purpose of this activity is to get participants thinking about online consent and data privacy through the medium of permissions and terms of services on the apps they use.

Learning objectives this activity responds to

Who is this activity for?

This activity can be used with participants with different levels of experience with consent and privacy issues online and offline, preferably with access to a device with which they connect to the internet.

Time required

45 minutes, including set up and debrief.

Resources needed for this activity

Mechanics

This is a visualising exercise. Participants will be given post-its and markers to write.

Individual visualization - 15 minutes

First, read out the scenario from the flipchart as follows:

"Say you were the inventor / owner of a popular new photo-based social network (like Instagram). You make money by offering users the ability to advertise their posts to targeted users based on age, location, interest. To operate, you need access to the users' photo gallery. What permissions would you ask for, and what terms of service would you provide information about?"

You could ask the participants to reflect on the following aspects:

Full Group Debrief - 25 minutes

To process, ask them about the exercise and reflections/insights that they have as they were writing.

Some guide questions for the debrief:

You can then reflect upon their responses and discuss them with the group.


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The cloud [starter activity]

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This is a visualization activity. The purpose of this activity is to facilitate discussion about cloud storage and data privacy. This activity is not meant to deepen awareness of privacy, but rather have the participants reflecting on their individual notions of privacy on the cloud.

Learning objectives this activity responds to

Who is this activity for?

This activity can be used with participants with different levels of experience with privacy issues relating to the cloud.

Time required

45 minutes

Resources needed for this activity

Mechanics

This is a visualization exercise on how the cloud works. Participants will be given paper and markers to draw.

Individual visualization - 15 minutes

Ask the participants to visualize the cloud as a physical space and draw the space on their papers. You could ask them to reflect on the following:

Full Group Debrief - 25 minutes

To process, ask them about the exercise and reflections/insights that they had as they were drawing.

Some guide questions for the debrief are:

You can then reflect upon their responses and discuss them with the group.


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Visioning + discussion: Settings + permissions [starter activity]

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This is a visualising and discussion exercise. The purpose of this exercise is to facilitate discussion about online consent, device settings, and permissions. It can also help participants to understand varying concerns about consent on their personal devices.

Learning objectives this activity responds to

Who is this activity for?

This activity can be used with participants with different levels of experience with consent and privacy issues online and offline, preferably with access to a device with which they connect to the internet.

Time required

This activity will require about 1.5 hours

Resources needed for this activity

Mechanics

This is a visualizing and discussion exercise. Participants will be given post-its and markers to write and draw.

Individual Visualization - 30 minutes

First, ask participants which device they use to access the internet (mobiles, tablets, personal computers, desktop at work/home/other public spaces etc.). Then tell your participants to think of and write down on post-its the first three activities they consented on their mobile, regardless for which apps.

Following this, on sheets of blank paper, ask them to draw their mobile. Then ask them to identify which operative system their device uses. Finally, ask them to write down (in the drawing of the mobile outline) 5 apps they use the most, verify permissions granted to those apps, and write them down next to each of the applications.

Full Group Discussion - 1 hour

Once all participants have visualized these details, ask them to share with one another what they have visualized. Some apps (such as WhatsApp, Facebook, Twitter, Google Maps etc.) are commonly used by many people, so you may find commonalities in the responses. Look for commonalities in participant's responses but also interrogate differences in their responses.

Note: If there are more than 6 participants, you can optionally make smaller groups of 6 each to ensure that each participant has time to speak about what they have visualized.

You can then facilitate the discussion with some questions such as:

Before going into questions on settings and permissions, you can explain:

"Since smartphones offer even more functionality and options than feature phones, the amount of information that can be observed and logged is far greater. In addition, smartphone users are sharing that very detailed identifying information about themselves and their usage to far more companies than just their mobile network operator - every app you choose to install can also send selected data about your usage, call times, contacts, and data use to whomever makes that app.

What an app can see and log is often set by the app designer, but there are very few laws and regulations constraining what they can design their app for. Similarly, the operating system and manufacturer of a smartphone has implications on where your data goes and who can see it aside from your mobile network operator." Source

Once this basic understanding has been established, you can lead to more detailed discussion on device settings and permissions. Some guide questions for the discussion:

You can refer to the following for some basic information to guide the discussion:

"Android devices share a massive amount of user data with Google, since their operating system is deeply entwined with a user’s Google account. If you use Google services and apps as well as an Android-powered smartphone, Google knows an overwhelming amount of information about you – possibly more than you’d realize about yourself, since they log and analyze that data.

Similarly, iPhones (using iOS as their operating system) provide a similar amount of information about users to Apple, which can be combined with a user’s data if they use other Apple products and services. In addition, iPhone and Apple are highly proprietary and their software and hardware are closed source. This includes the iPhone itself, as well as the Apple apps that run on it; in comparison, Android is open source, which allows everyone to review their code and know what the Android does.

Smartphones are able to use GPS (Global Positioning System) satellites in addition to the approximate location triangulation of mobile network towers can provide. This gives far more detailed location data to operators and to any apps who have access to that information. This more precise location can be attached, along with the date and other information, to any pieces of data that the phone collects to post online or store on its memory." Source


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Input + discussion: Privacy, consent and safety [deepening activity]

This learning activity is about the trainer/facilitator giving input and facilitating a discussion on the issues relating to privacy, consent and safety.

About this learning activity

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This learning activity is about the trainer/facilitator giving input and facilitating a discussion on the issues relating to privacy, consent and safety.

We suggest that you use this learning activity to cap the other learning activities such as: Unpacking "Safe" or The Bubble.

Learning objective this activity responds to

Who is this activity for?

This activity can be used with participants with different levels of experience with both online space and creating safe spaces. Of course, if the participants have only a very basic understanding of feminist concepts such as agency and consent, then the trainer/facilitator will need to clarify those terms at the beginning of the input and discussion.

Time required

Minimum of 40 minutes.

Resources needed for this activity

The trainer/facilitator can also opt to use a presentation for this activity.

Mechanics

If Unpacking "safe" or The bubble have already been done, use the insights from those activities to launch into defining privacy. Specifically:


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Key points to be raised in this input and discussion.

Unpacking "consent"

We tend to think of consent as a one-off thing. Like signing a piece of paper once and then it is set. However, from experience we know that consent is simple yet complex at the same time. Simple in its principle yet complex in its implications. Here are some things to discuss:

Watch the video Tea and Consent.

Show this graphic:

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The facilitator can focus a few scenarios to highlight the points:

Unpacking "privacy"

Key points for this input can include:

The different dimensions of privacy:

Territorial/spatial
Relational
Embodied
Data privacy
Defining privacy

Discussion questions

Facilitator preparation notes

While this learning activity has the trainer/facilitator doing most of the speaking, it is also important to reiterate the safe, open and interactive space that all FTX workshops try to create. This can be done by framing this activity with guidelines that allow participants to raise their hands to ask questions or to argue or to stress or clarify a point being made in the presentation. The other way to encourage interactivity during presentation-style learning activities is to "popcorn" topics – ask a question to the group to start a topic, and then use their answers to launch a presentation/input.

In order to prepare for this learning activity, the trainer/facilitator will need to brush up on the following:

Additional resources


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Input + activity: Online safety "rules" [deepening activity]

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This learning activity is about sharing basic principles of online safety, and having the participants articulate personal or organisational policies to safeguard their online safety.

This activity can be done after Input + discussion: Privacy, consent and safety or Develop your internet dream place, and be the basis for Making online spaces safer.

There are three main parts to this learning activity:

Learning objective this activity responds to

Who is this activity for?

Participants with differing levels of experience. However, note that participants with more experience with digital security might find this too basic.

Time required

105 minutes total (1 hour, 45 minutes):

Resources needed for this activity

Mechanics

Start with listing down the Basic Principles of Online Safety (see Additional Resources)

Note: It would be good to refer to examples that were shared in previous learning activities as you expound the principles.

Then move on to having the participants reflect on their communication practices by having them individually fill in this form (filled out a sample). To frame this, and to not conflate this activity, ask the participants to think about the last 24 hours and who they communicated with and what they communicated about.

Who do you communicate with What topics you communicate about Is the communication private? Communication channels
Mother My current trip Yes Facebook messenger
Kartika Details of current work Yes Email, Telegram, Facebook messenger
Lisa Event with them next month Yes Email
Marina Dinner with him next week Yes SMS

About how Trump sucks No Facebook group

Feminist principles of technology No Personal blog

Intersectionality Note: The names on the table are suggested names. You can change those names to fit in more common names in your country or context.

The starting point can be the people they communicated with, or the topics they communicated about in the last 24 hours.

After getting the participants to fill in their individual forms, have them reflect on the following questions:

Then move on to presenting the Areas to consider in online safety (see Additional Resources).

After, ask the participants to reflect on the areas to consider and write down their personal "online safety rules" based on this template:

Note: These rules are draft rules and are personal to each participant. It is important to frame this activity this way, and keep on reiterating the Basic Principles of Online Safety.

After the participants have written down their "online safety rules", debrief on the activity:

It is suggested that you then move on to Making online spaces safer.

Facilitator preparation notes

You might want to read this piece from Level Up: Roles and responsibilities of a digital security trainer to mentally prepare for this activity.

Additional resources

Basic principles of online safety

Facilitation Note: These may seem sanctimonious and might cause participants to feel paranoid about their safety. One way to go about this, as a feminist trainer, is to give examples that are personal to you and your experience. This way, the participants will not see you as someone who will judge them for their communication and digital security choices.

Areas to consider in online safety

These are areas the participants should be considering when they think about their online safety.

Who you communicate with and what you communicate with them about

What you use to communicate

Your specific context, capacity and risk


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Making online spaces safer [tactical activity]

The goal of this activity is to go through the privacy options for accounts and groups of the agreed-upon (i.e. commonly used in the group) social media sites.

If you want to get hands-on with online services, this activity provides guidance for analyzing the settings, policies, and norms of online spaces.

About this learning activity

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The goal of this activity is to go through the privacy options for accounts and groups of the agreed-upon (i.e. commonly used in the group) social media sites. For groups who have gone through the exercise Develop Your Internet Dream Place, this is an activity to make the dream places real, including addressing challenges of current design and policy of online spaces being at odds with the dream space visions. For groups who already have online spaces and want to alter them to make them feel more safe, you can also use this activity.

If you want to get hands-on with online services, this activity provides guidance for analysing the settings, policies and norms of online spaces. It is not a step-by-step guide to adjusting settings, as they change too frequently.

Learning objectives this activity responds to

Who is this activity for?

This activity can be used with participants with different levels of experience with both online spaces and creating safe spaces. Participants will be asked to explore and set privacy settings in the tools they are using.

Time required

This activity will require about 3 hours.

Resources needed for this activity


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Mechanics

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1. Map your space

Developing new spaces: If you have done Develop Your Internet Dream Place, you can use the work from that exercise as your map.

Redesigning existing spaces: If your group would rather redesign an existing online space, identify a space that the group already participates in or ask the participants to form groups based on spaces they participate in and facilitate the group(s) to answer the questions from Develop Your Internet Dream Place, about these existing spaces:

Have the groups draw out this space as creatively as possible, and get them to prepare a creative presentation for the rest of the group.

2. Choosing spaces: Spaces that work and assessing safety

If you have done Input + activity: Online safety "rules", you may have already had a conversation about choosing spaces and assessing risks of online communications.

Choosing spaces for functionality

How do you choose platforms and assess risks to yourselves on those platforms? Choose spaces that help us reach our communication goals and try to participate in these spaces in ways that do not expose us to risks we do not wish to take.

Look at the map you have made. Can you identify a platform already that will allow you to create the space you have mapped? Which of the components of your space will be easy to create? Which will be difficult? Are there alternative spaces where pieces will be easier or harder?

Choosing spaces strategically

Does the space you chose match your strategy? Is this a good space for: organising, mobilising, for announcements/influencing discourse?

Facilitator: Introduce how these different activities bring with them different levels of risk.

Suggested questions to ask

This discussion leads into the next discussion section looking at risks people are most concerned with.

Note to facilitator: This section may be very quick, with everyone agreeing that they need to be on a single platform right now, for instance, Facebook. You may, however, get to talk about a variety of tools and platforms.

Discussion OR Input: Assessing dimensions of safety and the internet: What are the current issues?

Ask the group: What safety risks are you concerned about in online spaces? Facilitate this discussion to include concerns about actions that individuals can take in these spaces as well as actions taken by the software companies who own the spaces.

If you have already done Input + activity: Online safety "rules", you may reference that discussion and abbreviate this section.

Otherwise, facilitate discussion about safety risks in online spaces. Draw from the experiences of the participants but also prepare some examples of stories where privacy was breached through online spaces and that impact that had on individuals.

Discussion: Ask participants what safety concerns they have in online spaces. Are there any specific incidents or risks people are concerned about and want to address in their Dream Space or redesigned space?

Input: We suggest familiarising yourself with 2-3 case studies and sharing them here. To share these with the least amount of time, present them as a lecture. If you have more time, or want to facilitate deeper conversation and engagement with the issues, find some media like articles, short videos, interviews, regarding a case and share them with the group. Ask group members to discuss them together in pairs or small groups.

Facilitator: ask participants to consider why the platforms we are on are not safer by design.

3. Make a plan: Address the risks of the spaces that you are using

Using the Dream Spaces or Redesigned Spaces as examples, have the participants make plans for implementing this space online.

This would be most useful if they have active spaces they want to secure and safeguard.

Issues to consider here:

Consideration Platform or Space How will you address this
Who can see what Twitter (this is an example) Review my privacy settings; consider content that I post, respond to, like, and the default privacy settings on different types of content; reduce the number people I'm linked to; prohibit tagging
Do you know everyone you're linked to
review my connections; remove connections to people I do not know;
Do you want to use your real name; anonymity and how hard it is
use a pseudonym; prevent others from naming you with your real name
Do you want to share your location
No, I do not want to automatically share my location; turn off location services; limit photo posts showing my location

Authorisation

Consideration Platform or Space How will you address this
Ensuring that I am logging out f-book do not save password in browser; review setting on f-book for automatic logout
2-factor on accounts and devices
set up 2-factor to be more certain that only I am logging in
Shared accounts
review who has access to shared accounts; review password policies on these accounts

Devices

Consideration Platform or Space How will you address this
Device-level safety Twitter or any app do not automatically log in to any apps or through browsers
Do I want notifications to show on my devices
turn off audio and visual notifications

Group Administration

If you are working with a group to implement a space online, use the following table of questions and work through the answers, finding the appropriate settings on the platform you are using to implement the group's preferences.


Example design/implementation table:

Well-being Note: Bringing up risk and technology concepts might cause participants stress. Be aware of this. Pause for a breathing exercise. Or allow participants to take a walk around the venue to decompress when they need to.

Additional resources


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Alternative tools for networking and communications [tactical activity]

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This learning activity is mostly guided hands-on for individuals and groups to start using alternative tools to "free" proprietary services.

This activity is most effective when the participants are part of the network so they are able to start developing new ways of communicating among each other.

This activity will focus on three communication tools that are commonly used: Email, chat apps, and alternatives to Google docs.

Learning objectives this activity responds to

Who is this activity for?

This can be run with participants with varying skill levels in using online tools.

Time required

To complete this, you will probably need at least 5 hours.

Resources needed for this activity

Mechanics

The point of this activity is to encourage your participants to be less reliant on commercial services that breach users privacy and security.

Protonmail hands-on

Why Protonmail?

Protonmail limitations

To sign up for a Protonmail account: https://protonmail.com/

Notes: If you all using the same internet connection (as we do in training workshops), Protonmail might not allow multiple sign-ups on the same IP address. This might cause delay in the activity. Having multiple access points (with different IP addresses) will mitigate this issue.

Jargon Watch: This has a lot of jargon. Please make sure that you have established a way for the participants to pause and clarify concepts they don´t understand as you do your training. It could be as simple as reminding them that they can raise their hands any time when they don´t understand something, and you asking them directly if they don´t understand a technical term.

Signal hands-on

Why Signal?

Signal limitations

Signal can be downloaded on the Google Play Store and on App Store.

Tasks for the Signal hands-on

Riseup Pad / Ethercalc hands-on

Why?

Limitations

Set up a pad: https://pad.riseup.net/

Set up a spreadsheet: https://ethercalc.org

Safety considerations in using pads

Jit.si hands-on

Why Jitsi?

Limitations

Tasks for Jitsi hands-on

Trainers notes: Before you begin, practice setting up the services/tools just in case how to do tasks have changed.

Additional resources

Alternative To is a website crowd-sources lists and ratings for alternative tools (platforms, software, apps). They have notes / tags that mention security functionalities of the listed tools. This is a good resource to find alternatives to popular tools.

After finding an alternative tool, confirm its security and privacy features by doing a search with the following terms:


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