{"id":473,"date":"2018-05-16T13:27:23","date_gmt":"2018-05-16T13:27:23","guid":{"rendered":"https:\/\/womencourage.fr\/2026\/?page_id=473"},"modified":"2026-06-30T12:15:10","modified_gmt":"2026-06-30T12:15:10","slug":"workshops-and-tutorials","status":"publish","type":"page","link":"https:\/\/womencourage.fr\/2026\/index.php\/workshops-and-tutorials\/","title":{"rendered":"Workshops and Tutorials"},"content":{"rendered":"

Workshops and Tutorials<\/strong><\/h2>\n

Theme: Well-being, Mental Health & Human Sustainability<\/b><\/h3>\n

Toward Stress-Aware Social Robots: From Recognition to Supportive Intervention for People’s Wellbeing<\/b>
\n<\/b><\/span>Presenters:<\/i><\/b> Deepti Mishra, Akshara Pande, Israt Tabassum<\/span>
\n<\/span>This workshop explores the role of social robots in promoting wellbeing by identifying stress and offering support to mitigate it. Drawing on the presenters’ previous work with AI-enabled social robots for stress detection and mitigation, the session considers how a robot’s behaviour should be shaped from both users’ and developers’ perspectives, and how much control users should have over the robot’s involvement. The workshop opens with a short presentation on where social robots are used and why they matter, followed by a brief questionnaire on personality and stress, and a guided discussion. Participants will reflect on questions such as how robots can provide real-time support, what makes encouragement feel supportive rather than controlling, and how developers can address accuracy, trustworthiness, privacy, safety, ethics, and bias during design. Bridging AI, robotics, and ethics, the session welcomes participants from diverse fields including education, computer science, health, and artificial intelligence. No laptops are required.<\/span><\/p>\n

Well-Being in Courses with Heterogeneous Audiences: Feeling Better if Nobody is Better<\/b>
\n<\/b><\/span>Presenters:<\/i><\/b> Pamela Fleischmann, Annika Huch<\/span>
\n<\/span>This workshop tackles a problem the presenters have observed in computer science teaching: in courses with highly heterogeneous groups, students who arrive with prior knowledge\u2014often men\u2014can unintentionally discourage women starting without that background. Drawing on their experience teaching theoretical computer science at Kiel University, the presenters note that women often flourish in courses where nearly everyone begins from the same level, feeling more accepted and confident, which in turn leads to better results. The session works toward two concrete goals: building a shared list that links specific courses and topics to notable women in those areas, to be distributed to teaching staff through the participants’ networks; and identifying subtopics where a heterogeneous student body becomes homogeneous due to a shared lack of prior knowledge (such as relational algebra, B-trees, or normalisation in a database course, rather than basic SQL). Together, participants will develop practical suggestions that lecturers can incorporate into their teaching so that every course contains parts where almost no one has a deep head start, helping to keep more women in computing.<\/span><\/p>\n

Designing Digital Twin\u2013Driven Socio-Technical Systems for Mental, Emotional, and Physical Wellbeing<\/b>
\n<\/b><\/span>Presenters:<\/i><\/b> Manjola Zeneli, Marsida Ibro<\/span>
\n<\/span>This workshop explores how Digital Twin (DT) technologies can be used to design human-centred socio-technical systems that support mental, emotional, and physical wellbeing. As digital environments for education, work, and everyday interaction grow, so do stress, cognitive overload, and burnout\u2014and DT-driven systems offer a way to monitor, analyse, and improve wellbeing through real-time data integration, intelligent analytics, and adaptive environments. Participants are introduced to the fundamental principles of Digital Twins, where human-focused models are continuously updated by physiological, behavioural, and environmental inputs, and examine their application in settings such as smart workplaces, educational environments, and remote collaboration platforms. The session combines conceptual input with case-study analysis and a collaborative design activity in which groups define a wellbeing problem, sketch a Digital Twin system, identify data sources and outputs, and address ethical considerations such as privacy, data security, transparency, and responsible design. Bringing together concepts from Digital Twins, IoT, AI, and socio-technical system design, the workshop aligns with European priorities in digital wellbeing, ethical AI, and sustainable digital transformation. It is designed for an interdisciplinary audience of MSc and PhD students, educators, researchers, and industry professionals.<\/span><\/p>\n

Mental Fitness: Get Your Brain into an Optimal Mindset<\/b>
\n<\/b><\/span>Presenters:<\/i><\/b> Andreea Bumbac<\/span>
\n<\/span>Just as athletes visualise their performance before competing, mental fitness is training for the brain\u2014and it can be as simple and practical as a 30-second pause to clear your thoughts and approach a challenge with a focused mind. This interactive workshop combines mindfulness techniques with personality-based strategies to help participants build a more resilient and adaptable mindset for today’s fast-paced tech environment, where women often navigate rapid change, visibility, and complex team dynamics. The session opens with an introduction to mental fitness\u2014including how it differs from mental health\u2014followed by a DISC (Dominance, Influence, Steadiness, Conscientiousness) personality assessment so each participant can identify their own style. Through interactive exercises, attendees explore the common workplace blockers that people of the same personality type tend to encounter, and leave with mental fitness techniques tailored to help them overcome those challenges with clarity, confidence, and composure. Suitable for participants of all ages and backgrounds. No laptop needed.<\/span><\/p>\n

Breathing for Relaxation, Recovery and Resilience<\/b>
\n<\/b><\/span>Presenters:<\/i><\/b> Birgit Penzenstadler<\/span>
\n<\/span>Modern academic and professional life often involves sustained cognitive load, stress, and few opportunities for recovery. This interactive workshop introduces participants to the role of conscious breathing in influencing the nervous system and supporting physical, mental, and emotional wellbeing. Combining short theoretical input with guided experiential exercises, the session teaches several breathing techniques designed for different purposes: calming and downregulating stress responses, restoring focus and energy, and building resilience under pressure. The exercises are accessible to beginners and adaptable to individual needs, and by experiencing the immediate effects of different breathing patterns, participants gain an embodied understanding of how breath can support relaxation, recovery, concentration, and sustainable performance. The workshop encourages reflection on self-care and resilience as foundations for long-term wellbeing in demanding environments, and participants leave with a practical toolbox of techniques they can integrate into daily routines, stressful moments, or times needing renewed energy. Open to all conference participants.<\/span><\/p>\n

Unmute Yourself, Grow Stronger Together: Exploring Wellbeing and Barriers in Computing through LEGO\u00ae Serious Play\u00ae<\/b><\/span>
\n<\/b>Presenters:<\/i><\/b> Gosia P\u0142otka, Nur Fatin Abd Hamid<\/span>
\n<\/span>This interactive workshop uses LEGO\u00ae Serious Play\u00ae (LSP) to explore wellbeing, belonging, voice, and barriers within computing education, research, and professional practice, creating a structured and inclusive space for examining experiences that are often hard to articulate through conventional discussion. Women and underrepresented groups in computing frequently navigate complex interpersonal, institutional, and cultural challenges affecting confidence, visibility, psychological safety, career progression, and belonging. Through hands-on model building and guided storytelling, participants use metaphor and shared reflection to externalise these experiences and engage in meaningful dialogue around inclusion and support. The session unfolds in stages: participants first build individual models representing barriers to wellbeing and participation, then connect them into shared systems representations to surface relationships, tensions, and sources of support, before collaboratively envisioning healthier, more inclusive computing spaces. Designed as an experiential workshop rather than a lecture, it fosters constructive dialogue, peer learning, and collective sense-making. No prior experience with LEGO\u00ae Serious Play\u00ae is required, and participants also gain insight into participatory facilitation methods they can apply in their own contexts. LEGO\u00ae materials are provided; no laptops required.\u00a0<\/span><\/p>\n

Well-being as a Condition for Sustainable Creativity in Complex Computing and STEM Environments<\/b>
\n<\/b><\/span>Presenters:<\/i><\/b> Olivier Klett, Pascale Gille<\/span>
\n<\/span>Women in computing and STEM often contribute to complex, demanding projects where risks are usually framed in technical, organizational, planning, or ethical terms\u2014while the human conditions that support sustainable creativity, clarity, participation, and long-term engagement are rarely made explicit. This interactive workshop explores how project pressures, support structures, and personal resources shape the ability to contribute creatively and sustainably. It invites participants to look at two complementary perspectives: the project environment (context, workload, expectations, cooperation, ambiguity, support, and clarification needs) and personal resources (attention, energy, clarity, recovery, emotional load, confidence, and creative availability). Rather than suggesting that individuals are responsible for absorbing pressure alone, the session makes visible the conditions that allow people to contribute without becoming isolated or overloaded. Through a short case study, reflection, small-group exchange, and simple body- and attention-based practices, participants identify sources of pressure, support needs, and early signals of overload, learning to read these as useful information rather than personal weakness. They leave with a simple personal resource and support map linking situations, needs, signals, and concrete actions, so that well-being becomes a foundation for sustainable contribution. The workshop welcomes students, early-career researchers, and professionals across computing and STEM.<\/span><\/p>\n

Expressing One’s “Ill-being\/Well-being” Through Nine Information Seeds<\/b>
\n<\/b><\/span>Presenters:<\/i><\/b> Chrysta P\u00e9lissier, Philippe Gassin (facilitated by seven students from the Networks and Telecommunications BUT programme, IUT de B\u00e9ziers)<\/span>
\n<\/span>At a time when well-being appears to be a complex, polysemous, and hard-to-define concept, this workshop gives a voice to students reflecting on the place of well-being within education and training. It situates the notion within deep linguistic, philosophical, and historical foundations\u2014linking the idea of “good” to moral conceptions of happiness\u2014and frames it through a theoretical model (the T!O model) that organises well-being into a dynamic configuration of nine “information seeds,” structured across three levels of organization and three transformation processes. Using the metaphor of the seed as an elementary unit of meaning with development potential, the model offers a way to put a pedagogical or professional situation into words, discuss it constructively, characterise both individual and collective feelings of well-being and discomfort, and identify possible courses of action. The session is facilitated by seven students who will share how the model has shaped their own reflection on well-being, supervised by the two presenters. After an introduction to the concept and the model, participants are invited to express their own perceptions of well-being or discomfort, before collectively organising their responses into a shared formulation. The workshop is open to undergraduate and doctoral students, early-career researchers, and professionals interested in understanding well-being and ill-being and the levers for acting on them.<\/span><\/p>\n

Digital Well-Being and Generative AI: Towards Balanced and Responsible Use in Support of Academic Success and Decent Work<\/b><\/span>
\n<\/b>Presenters:<\/i><\/b> Lamyae Jmoula, Saida Belouali<\/span>
\n<\/span>As generative AI tools become increasingly woven into students’ learning, how can they be used while preserving well-being, intellectual autonomy, and critical thinking? This workshop invites students to reflect on their relationship with generative AI through a digital well-being analytical framework drawn from the literature. Through reflective activities and practical scenarios, participants examine how generative AI affects their study habits, autonomy, cognitive load, and overall digital balance. After an introductory framing that gathers participants’ own perceptions and concerns, the session offers conceptual input on digital well-being and the opportunities and limitations of AI in academic settings, then moves into the analysis of real-life use cases to surface benefits, risks, and ethical dilemmas. Participants collaboratively develop practical strategies and good practices for preserving critical thinking and building balanced, ethical AI habits, before closing with individual and collective commitments. Grounded in a participatory, reflective approach, the workshop aims to help students benefit from the potential of generative AI while safeguarding their well-being and academic success.<\/span><\/p>\n

Theme: Diversity, Inclusion & Community Building<\/b><\/h3>\n

Breaking In and Reaching Out: Networking for Women in Computer Science<\/b>
\n<\/span><\/span>Presenters:<\/i><\/b> Shalini Chakraborty<\/span>
\n<\/span>This workshop focuses on the lived experiences of women in computing as they navigate professional networking, a process central to careers in computer science yet shaped by structural and personal factors such as geography, funding, nationality and regulation, language, gender and social identity, personality and neurodiversity, and caregiving responsibilities. Grounded in a factor-based framework drawn from ongoing research in software engineering, the session is designed as an interactive, community-driven discussion rather than a top-down presentation. Participants are invited to share personal experiences, reflect on the barriers they encounter, and identify overlooked or emerging factors. The workshop aims to surface shared challenges, validate diverse perspectives, and contribute to a broader effort toward more inclusive, equitable, and accessible networking practices within the computer science community.<\/span><\/p>\n

Building Community for Women+ in Early Career Research in STEM: From Research to Praxis<\/b>
\n<\/b><\/span>Presenters:<\/i><\/b> Alina Berry, Elizabeth Darnell, Ekaterina Uetova, Purity Biwott, Andrea Heaney<\/span>
\n<\/span>This workshop creates a space for women+ early-career researchers to articulate their needs, share barriers, and turn individual experiences into collective strategies for wellbeing, belonging, and persistence in computing and STEM. Drawing on the Women+ in Early Career Research Community of Practice in Ireland\u2014whose initiatives include a national research symposium, regular social gatherings, writing and poster workshops, and a book club on feminist AI perspectives\u2014the presenters help participants explore how similar communities can be built, adapted, and sustained in their own institutions. The session unfolds in three parts: participants first share their lived experiences as women+ in fields where gender disparities persist; they then work in small groups to imagine the communities and support structures they wish they had, drawing inspiration from TechMate, a toolkit designed to enhance gender balance in computing higher education; and finally they come together to pool ideas and leave with a set of actionable steps to bring home. Anonymised outputs will be shared with participants and may inform an open-access white paper or publication. No previous experience is needed.<\/span><\/p>\n

Promoting Diversity & Inclusion in the SoBigData Research Infrastructure<\/b>
\n<\/b><\/span>Presenters:<\/i><\/b> Giordano d’Aloisio, Antinisca Di Marco, Michela Natilli, Roberta Savella, Roberto Trasarti<\/span>
\n<\/span>This workshop introduces participants to the Diversity & Inclusion activities carried out within the SoBigData Research Infrastructure, a European research platform dedicated to Social Mining and Big Data Analytics following open science principles. Structured around four short presentations, the session opens with an overview of the SoBigData R.I. itself, then turns to the project’s work on algorithmic bias and fairness\u2014examining how bias in AI and data-driven systems can perpetuate and amplify social inequalities, and why addressing it requires interdisciplinary collaboration across computer science, law, sociology, philosophy, and policy. It goes on to show how EU regulations such as the AI Act and the Digital Services Act support the development of technologies built on D&I principles, and how the infrastructure operationalises these ethical and legal requirements in practice. Finally, participants are introduced to the SoBigData Academy, an open-access training platform for advanced data analytics, AI, and responsible data use. The workshop is open to master’s and PhD students, early-career researchers, and professionals interested in open science and in replicating D&I activities in their own contexts.\u00a0<\/span><\/p>\n

Unmuting Participation: A Hands-On Wikipedia Workshop for Collective Contribution to Women’s Articles on Wikipedia<\/b><\/span>
\n<\/b>Presenters:<\/i><\/b> ACM-W Wikipedia Workgroup \u2014 Pamela Fleischmann, Antigoni Parmaxi, N\u00faria Castell, Matilde Pato, Manjola Zeneli, Cigdem Sengul, Bev Bachmayer<\/span>
\n<\/span>This hands-on workshop, run by the ACM Wikipedia Workgroup, emphasises practical contribution over topic selection, enabling participants to directly edit, create, and translate Wikipedia articles about women in computing. Many would-be contributors stay inactive because they are unsure how to begin, and traditional workshops often slow things down by focusing on choosing topics; here, curated articles needing improvement are prepared in advance so participants can dive straight into live editing and learn through practice. A key feature is the publish-on-the-day approach: participants finalise and publish their contributions during the session, creating immediate impact and building confidence. A central activity involves translating articles between local languages and English, improving the accessibility of regional knowledge while maintaining accuracy and citation standards. By working on entries about women in computer science\u2014and within a workgroup composed of women from the field\u2014participants encounter role models first-hand, discover how many notable women exist in computing, and become multipliers who can share that knowledge in their own lectures and workplaces. The session supports wellbeing, collaboration, and community growth while increasing the visibility of the ACM Wikipedia Workgroup.<\/span><\/p>\n

Theme: Professional Development & Career Growth<\/b><\/h3>\n

Think, Question, Create: Hands-on Workshop Using Cards to Build Inclusive Pathways into AI and Computational Thinking<\/b><\/span>
\n<\/b>Presenters:<\/i><\/b> Hasnaa Chaabi<\/span>
\n<\/span>This interactive workshop challenges the narrow view of computer science as primarily about coding, shining a light on the design and reasoning that precede and shape any computational solution. It introduces the C2PCT methodology (also known as the CHAABI methodology), an inclusive, human-centered scaffold rooted in Computational Thinking that helps participants organise their thinking, frame problems, and design solutions\u2014emphasising reflection on cognitive processes before any coding begins. Rather than working from abstract examples, participants explore their own research, teaching, or professional scenarios, which they prepare in advance through a short scaffold. During the session, they collaborate in small interdisciplinary groups, using a dedicated deck of activity cards to refine their questions, identify relevant factors, and map out solution pathways. By making internal dialogue explicit and treating diverse lived experiences as legitimate starting points for inquiry, the workshop supports inclusive pedagogy, reduces cognitive load, and helps under-represented voices “unmute” themselves. No prior familiarity with C2PCT is required, and the session is accessible to all skill levels, including attendees without a computer science background.<\/span><\/p>\n

From Coding to Architectural Thinking<\/b>
\n<\/b><\/span>Presenters:<\/i><\/b> Gvantsa Tsulaia<\/span>
\n<\/span>This interactive workshop explores the transition from coding-focused development toward architectural thinking in modern software engineering. Its premise is that while AI tools increasingly accelerate code generation, designing reliable, scalable, and maintainable systems remains a fundamentally human responsibility\u2014architectural reasoning, design trade-offs, and system-level decision-making stay essential. Rather than focusing on specific languages, frameworks, or AI tools, the session emphasises timeless architectural principles: separation of concerns, modularity, scalability, integration, event-driven communication, and the trade-offs of distributed and maintainable systems. It also examines common risks in modern development environments, such as hidden coupling, architectural drift, overengineering, and the long-term consequences of relying on automatically generated solutions without critical evaluation. Through interactive polling, architecture-oriented discussions, and scenario-based group exercises, participants collaboratively analyse realistic software engineering situations, weighing design approaches, identifying risks, and comparing trade-offs. A central goal is to build participants’ confidence in discussing and evaluating architectural ideas, even without prior experience\u2014showing that architectural thinking is a mindset for developers, students, researchers, and educators alike, not the preserve of senior architects. No advanced background or specific programming knowledge is required.\u00a0<\/span><\/p>\n

Predict the Gap: Do Computing Experts Know What Older Adults Don’t Understand in Cybersecurity? A Hands-On Tutorial with Older Adult Data <\/b><\/span>
\n<\/b>Presenters:<\/i><\/b> Sonay Caner-Y\u0131ld\u0131r\u0131m<\/span>
\n<\/span>Cybersecurity awareness materials are designed by computing professionals but used by non-expert populations\u2014a gap that is especially acute for older adults (60+), one of the fastest-growing groups of digital technology users and among those most frequently targeted by cyber threats. This mismatch is not simply about missing information; it reflects systematic differences in mental models, language, and risk perception between experts and older adult users. This tutorial introduces The Prediction Gap, a structured participatory activity in which participants confront the measurable distance between expert intuition and real user data. Drawing on the BEiNG-WISEr Cybersecurity Awareness Series and empirical findings from the PAAR-net COST Action, participants work through a dual-prediction cycle: first predicting which phrases caused comprehension difficulties for older adults, then predicting the replacement language those users preferred, scoring their accuracy against the data each time. Mentimeter aggregates everyone’s scores live, making the alignment\u2014or divergence\u2014between expert prediction and user reality immediately visible to the room. Participants leave with a Personal Prediction Gap Score, evidence-based guidelines for accessible cybersecurity communication, and a reusable audit methodology they can apply to their own research, teaching, or design. Each participant needs only a smartphone and a pen; no laptop is required.<\/span><\/p>\n

Mean Time to Dopamine: Unmuting Your First Open-Source Contribution \u2014 Together, and As an Antidote to Slop<\/b>
\n<\/b><\/span>Presenters:<\/i><\/b> Sarah Novotny<\/span>
\n<\/span>The hardest part of a first open-source contribution is not technical; it is the wait between opening a pull request and seeing it merged\u2014an interval that is long, opaque, and unpredictable. This workshop calls that interval the “mean time to dopamine” and argues that for first-time contributors the reward arrives too rarely and too late to sustain the behaviour, so most interest quietly fades before a first merge. At the same time, maintainers are buckling under a flood of confident but hollow AI-generated “slop” contributions\u2014a strain that led the curl project to shut down its long-running bug-bounty programme in early 2026, citing the toll on maintainer wellbeing. This 90-minute hands-on session treats both problems as one: an authentic, supported contribution community is the structural opposite of closing the dopamine gap with a language model. Working in small peer cohorts, participants each begin a real, documentation-first contribution to a major Python ecosystem project (such as pandas, scikit-learn, NumPy, or Matplotlib) or to PyLadies community resources. They learn to read “good first issue” labels skeptically, scope a tractable change, navigate contribution guidelines, and take it to a draft pull request. Since no merge can realistically happen within ninety minutes, the workshop’s true deliverable is the cohort itself, sustained afterwards in a dedicated PyLadies Slack channel with a “report back when it merges” ritual. No prior open-source experience is assumed; participants should bring a laptop and create a GitHub account in advance.\u00a0<\/span><\/p>\n

Theme: Responsible AI & Emerging Technologies<\/b><\/h3>\n

Agency-Aware AI by Design: Enabling Responsible Agentic AI <\/b>
\n<\/b><\/span>Presenters:<\/i><\/b> Laura Diana Cern\u0103u, Laura Dio\u0219an<\/span><\/p>\n

This workshop introduces the A3 (Agency-Aware AI) Framework, a design-first educational approach for teaching Agentic AI through the concepts of Agency, Architecture, and Accountability. It begins with an accessible introduction to key AI concepts and terminology\u2014including LLMs, RAG, tools and tool calling, MCP, orchestration, memory systems, and single- and multi-agent architectures\u2014before exploring how these components combine to form accountable, human-centred agentic systems. Through interactive discussions and collaborative design activities, participants will work with reusable agentic design patterns and canvases that encourage system-level thinking about autonomy, decision boundaries, explainability, and human-in-the-loop control. Motivating examples will be drawn from healthcare, explainable AI, and decision-support systems. No prior experience with agentic AI frameworks or advanced machine learning is required, making the session well suited to students, early-career researchers, educators, and practitioners from diverse technical backgrounds.<\/span><\/p>\n

Governing the Ungovernable? Pragmatic Differences Between AI Agent Governance and Human Governance<\/b>
\n<\/b><\/span>Presenters:<\/i><\/b> Amani Boughalmi<\/span>
\n<\/span>This tutorial examines the pragmatic differences between governing autonomous AI agents and governing human actors. Classical governance frameworks presuppose actors who are moral persons\u2014endowed with intentionality, responsibility, and legal standing\u2014yet AI agents increasingly act in spaces once reserved for human decision-makers without possessing these attributes. Drawing on regulatory theory, multi-agent systems research, and recent policy instruments such as the EU AI Act and the NIST AI Risk Management Framework, the session identifies six structural fault lines, including accountability without moral agency, transparency without intentionality, speed and scale mismatches, and the logic-monopoly problem in multi-agent systems. The tutorial pairs a lecture with a hands-on governance simulation built in the open-source workflow-automation platform n8n, where participants operate an “autonomous procurement agent” and observe in real time how AI agents respond to\u2014and at times circumvent\u2014governance constraints. No prior knowledge of AI -governance is required; participants should bring a laptop.\u00a0<\/span><\/p>\n

Ethical GenAI Playground for Inclusive Digital Education<\/b>
\n<\/b><\/span>Presenters:<\/i><\/b> Simona Motogna, Anca Vasilescu<\/span>
\n<\/span>This hands-on workshop addresses the ethical challenges that generative AI raises in education, with a particular focus on Computer Science, where students may use these tools not only to prepare essays and reports but also to write code. Organised as a serious game\u2013based activity combining physical and digital resources, the session engages participants in realistic scenarios of both ethical and unethical uses of GenAI in educational settings, centred on four key principles: transparency, security, integrity, and equity. After a short introduction to the core concepts, participants work in teams through a card game simulating diverse classroom situations, then come together for a roundtable discussion to co-produce a set of practical recommendations. The workshop welcomes educators, students, and researchers interested in digital pedagogy and responsible AI, with particular encouragement for women in computing and STEM. Participants leave with shared digital resources and actionable guidance ready to adapt to their own institutional contexts.<\/span><\/p>\n

Theme: Technical Computing Topics<\/b>
\n<\/span><\/h3>\n


\n<\/span>Introduction to High Performance Computing and Performance Metrics and Tools <\/b>
\n<\/b><\/span>Presenters:<\/i><\/b> Marta Garcia-Gasulla, Aina Gomila-Olvera, Anke Visser, Katharina Haus<\/span>
\n<\/span>This tutorial offers an accessible, introductory overview of High Performance Computing (HPC) and performance analysis for students and early-career researchers with little or no previous experience in the field. The session introduces the main components of modern supercomputers\u2014compute nodes, processors, accelerators, memory hierarchies, storage, and interconnects\u2014and explains how parallel programming models, runtimes, and software tools enable applications to exploit large-scale systems efficiently. It then presents the fundamental concepts of performance analysis, including metrics, scalability, speedup, efficiency, and throughput, before demonstrating representative HPC tools and the profiling and tracing methodologies used to identify bottlenecks and optimization opportunities. Delivered as a lecture-based session with no hands-on coding required, the tutorial is led by a diverse team of senior and junior researchers from leading European HPC centers, giving attendees both technical foundations and visible female role models, while lowering the entry barrier to a field where women remain significantly underrepresented.<\/span><\/p>\n

Bringing Simulations to Life with Vistle<\/b>
\n<\/b><\/span>Presenters:<\/i><\/b> Susanne Malheiros<\/span>
\n<\/span>How can highly complex simulation results be turned into compelling stories that empower both researchers and their audiences? This workshop introduces Vistle, an open-source visualization tool designed to embed scientific data into immersive virtual reality environments. By integrating computational results into three-dimensional models\u2014whether built in modelling software or captured from real life through laser scanning or photogrammetry\u2014Vistle helps scientists and their collaborators explore and present their work in new ways. Drawing on real examples from the “Center of Excellence for Computational Fluid Dynamics” (CEEC) project, the session offers a behind-the-scenes look at how Vistle was used to visualise large-scale CFD simulation results in virtual reality, first prototyping on a laptop and then scaling up to a computing cluster. Through lecture-style segments and live demonstrations, participants will learn how to create their own interactive visualization pipelines, adjust parameters on the fly, and customise workflows for their research. No prior experience with Vistle or similar tools is required\u2014just curiosity and a willingness to explore how visualization can enhance the reach and impact of one’s work. Laptops are not required; slides will be shared afterwards so participants can experiment on their own.<\/span><\/p>\n

Quantum for All: Breaking Barriers, Building Opportunities <\/b>
\n<\/b><\/span>Presenters:<\/i><\/b> Diya Nair<\/span>
\n<\/span>Quantum science and technology are rapidly emerging as fields with the potential to transform computing, communication, security, sensing, healthcare, finance, and materials discovery\u2014yet access to quantum education and career pathways remains uneven across gender, geography, socioeconomic background, and career stage. This interactive tutorial explores how inclusive workforce development can strengthen the future of quantum technology. Drawing on the work of Girls in Quantum, the session examines current barriers to participation\u2014limited exposure, scarce accessible learning resources, underrepresentation, confidence gaps, and unequal access to role models and networks\u2014and introduces practical, community-driven approaches for widening access, including outreach programmes, introductory resources, interview-based storytelling, online conferences, mentoring, and international collaboration. Through discussion, guided reflection, and a small-group design activity, participants identify barriers in their own institutions or communities and co-design concrete inclusion interventions, leaving with at least one actionable idea to take home. No prior technical expertise in quantum computing is required: the session is accessible to beginners while still offering meaningful discussion for those with some background. Suitable for students, researchers, educators, industry professionals, and community organisers.<\/span><\/p>\n

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Workshops and Tutorials Theme: Well-being, Mental Health & Human Sustainability Toward Stress-Aware Social Robots: From Recognition to Supportive Intervention for People’s Wellbeing Presenters: Deepti Mishra, Akshara Pande, Israt Tabassum This workshop explores the role of social robots in promoting wellbeing by identifying stress and offering support to mitigate it. 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