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Digital Security Training Curriculum A holistic and contextualized training curriculum for Digital Security Trainers and Human Rights Defenders in Uganda. Acknowledgments The design of this Digital Security Training Curriculum to provide a comprehensive and holistic reference for Human Rights Defenders and other Digital Security trainers in Uganda was supported by a diverse network of individuals and organizations. These included the DHRLab Project. We thank each of them for their valuable contribution to the development process of this curriculum, as well as for their ongoing efforts to increasing digital security awareness in Uganda. The content was shaped and greatly enriched by the following people who contributed their knowledge, insights and first-hand experience throughout the consultative process. In particular, we would like to thank Andrew Gole, (Encrypt Uganda) Lindsey Kukunda, (Her Empire) Kelly Daniel Kigonya, (IFreedom) Brian Byaruhanga, (DPI), Joseph Kasozi (HRCU), Fred Drapari (DPI) Sandra Kwikiriza (Her Internet) Kettie Kahume (Her Internet) Innocent Adriko (DLI), Emma Magambo (HRNJ), Ruth Apolot, Sonia Karungi, Ruth Atim, Shane Senyonga (Cloud & Pillar), Ben Kerry Mawejje, David Idoru (NGO Forum), and Eddie Muhumuza (Her Internet). Credits All the content in this curriculum was sourced and customized to fit the context of human rights defenders in Uganda from the following Online sources under the Creative Commons Attribution-Share Alike Unported 3.0 license by multiple authors. Level up (http://level-up.cc) Safer Journo Digital Security resources for Media Trainers (Internews) Security in a box - https://securityinabox.org/en/ Cyber women – Institute for War and Peace Reporting - https://iwpr.net/ Surveillance Self Defence https://ssd.eff.org/en How to Use this Curriculum This Curriculum uses the Activity-Discussion-Inputs-Deepening- “Adults learn best when they Synthesis approach, also referred to as the ADIDS approach to learning. All the content to guide trainers using this curriculum take responsibility for their has been organised according to this approach. - Malcolm .S. Knowles This is an adult learning approach that has been used effectively own learning” in advocacy and skills training on human rights issues. It has been found to be useful in helping participants with minimal These five statements summarize Knowles’ theory: technical knowledge better understand concepts as complex as digital security and Online safety. For trainers, it can also 1. Adults need to understand and accept the reason for provide a useful framework when creating lesson plans. learning a specific skill. 2. Experience (including error) provides the basis for learning The operating principle behind the ADIDS approach is that activities. adult learners benefit most from information presented in 3. Adults need to be involved in both the planning and stages, and in a variety of formats – i.e., group activities, evaluation of their learning. case studies, slide and audiovisual presentations, facilitated discussions, group work, hands-on practice, and reflection. 4. Adult learning is problem-centered rather than content- This approach creates a comprehensive learning environment oriented. by taking into consideration the needs of kinesthetic learners 5. Most adults are interested in learning what has immediate (who need to do something physically to understand), as well relevance to their professional and social lives. as visual learners (who rely on pictures, diagrams and video) and auditory learners (who learn through hearing material such as lectures). “Adults learn best when they take responsibility for their own learning” - Malcolm S. Knowles (The Modern Practice of Adult Education: From Pedagogy to Andragogy) Andragogy, which comes from the Greek word 'andr' (relating to “man” or an adult) and 'gogy' meaning “led”. Andragogy, as a learning model, then, means adult-led, adult-focused, and adult- driven learning. The ADIDS Approach Each of the curriculum modules herein is designed around a topic-based training session, which is in turn composed of a number of distinct parts - this resource explains the basic Activity (easing into the topic): Each module begins with an structure of a session module, and the logic behind this Activity that illustrates the material that is to follow. These act structure. as “icebreakers” for new participants and will ease them into This curriculum has been developed following the Activity- thinking about a topic that may be new to them. Discussion-Inputs-Deepening-Synthesis, or ADIDS approach, to adult learning and has organized its training sessions according Discussion (providing context): Discussion sessions follow to this design. ADIDS has been used effectively in advocacy each of the Activity sessions. These sessions are designed to and skills training on human rights issues, and we have found engage participants in a conversation about the topic (and it to be useful in helping participants with minimal technical the preceding session). knowledge better understand the complexities of digital security and Online safety. For trainers, it can also provide a Input (interacting): After the two previous steps (Activity and useful framework when creating lesson plans. Discussion) the participants will be guided through an effective Input session in which participants are engaged with a range Each topic is structured using the ADIDS module approach of materials, including case studies, that will facilitate a give- that addresses relevant tools, practices and approaches to and-take in knowledge sharing between the trainer and the the overarching digital security topic. participants. DISCLAIMER: Deepening (hands-on activities): This session includes the Each ADIDS element in this curriculum can be used as is or application of skills, software and learning to use them. This adopted to be delivered in a way that supports the context of is possibly the most important session in the training, as this is the targeted participants. where participants learn new skills by doing them. It follows the previous three segments so that the participants understand The trainer is free to customize their agenda to suit the specific why they are learning a particular skill. needs of the training and the participants. Synthesis (reflection): Lessons benefit from practice and review, and learning is reinforced by reflecting on the knowledge 4. Additional resources. acquired. In this session the knowledge and skills that have https://www.umsl.edu/~henschkej/articles/a_The_%20 just been addressed are summarized, with the participants Modern_Practice_of_Adult_Education.pdf encouraged to ask questions and seek clarification. https://www.level-up.cc/leading-trainings/training- curriculum/email-security/full Methodology The five symbols below are to be used as guides throughout this curriculum to indicate to the Digital Security Trainer each time there is need to engage participants in either of the five core ADIDS elements. Activity (easing into the topic): Each module Deepening (hands-on activities): This session begins with an Activity that illustrates the includes the application of skills, software material that is to follow. These act as and learning to use them. This is possibly the “icebreakers” for new participants and will most important session in the training, as this ease them into thinking about a topic that is where participants learn new skills by doing may be new to them. them. It follows the previous three segments so that the participants understand why they are learning a particular skill. Discussion (providing context): Discussion sessions follow each of the Activity sessions. These sessions are designed to engage Synthesis (reflection): Lessons benefit participants in a conversation about the from practice and review, and learning is topic (and the preceding session). reinforced by reflecting on the knowledge acquired. In this session the knowledge and skills that have just been addressed Input (interacting): After the two previous are summarized, with the participants steps (Activity and Discussion) the encouraged to ask questions and seek participants will be guided through an clarification. effective Input session in which participants are engaged with a range of materials, including case studies, that will facilitate a give-and-take in knowledge sharing between the trainer and the participants. Table of Contents Digital Security Digital literacy Secure communication Risk assessment • Introduction 7 • Introduction 21 • Introduction 40 • Introduction 49 • Tools & Definitions 8 • Tools & Definitions 22 • Tools & Definitions 41 • Tools & Definitions 50 1 • Common myths and 9 2 • How the Internet Works 24 3 43 • Messaging 4 • Security plans & protocol 55 misconceptions • Internet of Things 25 • Email security 44 • Examples of threats & • Tips 56 18 • Digital Citizenship 29 • Tips 45 vulnerabilities • Digital footprint 31 • Common devices that 59 • Digital wellness 33 can be attached 34 • Digital Rights Data protection & privacy Password management Device management • Introduction 65 • Introduction 140 • Introduction 162 • Tools & Definitions 66 • Tools & Definitions 141 • Tools & Definitions 163 5 • How are passwords 6 • Password Basics 146 7 • Device Security 169 commonly 68 • Secure Passwords 148 • Device Hygiene 170 compromised? 69 • Myths & Misconceptions 149 • Software Updates 174 • Risk classification 72 • Authentication 151 • Device Security 176 • Data backup basics • Password Managers 157