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AAEEBL Digital Ethics Principles v.2: version 2Main MenuPrinciple Summaries and Table of ContentsReview all thirteen principles' abstract summaries and navigate to different parts of the document.Introduction: How to Use This DocumentSupportInstitutions should provide appropriate support for students, educators, administrators, and staff who create ePortfolios.Promote AwarenessInstitutional administrators, staff, and educators are responsible for promoting awareness of digital ethics in ePortfolio making.PracticeePortfolio creators need opportunities to develop and practice the digital literacies necessary to create accessible and effective ePortfolios.Evaluating ePortfoliosePortfolio evaluation should consider process, inclusion, reflective practice, and alignment with the stated objectives of the context in which the ePortfolio was created.Diversity, Equity, Inclusion, Belonging, and Decolonization (DEIBD)Educators are aware of equity-related challenges and address learning needs related to each student’s identity, culture, and background as they create ePortfolios.AccessibilityAll ePortfolio platforms and pedagogy should be thoroughly vetted for accessibility according to the standards identified by one’s culture, government, or profession.Access to TechnologyAdequate access to technology must be available for all students, and ePortfolio software should be accessible with institutional devices.Respect Author Rights and Re-use PermissionsePortfolio creators should understand and respect author rights, best practices for re-use, and representation.PrivacyePortfolio creators should have ultimate control over public access to their portfolios and the ability to change the privacy settings at any time.Consent for Data UsageePortfolio platform providers need consent to collect and store data from ePortfolio creators.Content StorageePortfolio creators should know where their content is stored, who has access, and how to remove it.Cross-Platform CompatibilityePortfolio creators should be able to make and view ePortfolios across any device, browser, and operating system with equitable ease of use across devices.Visibility of LaborThe labor required by students, educators, and administrators to create, develop, implement, support, and evaluate ePortfolios should be visible, sustainable, compensated where appropriate, and counted toward evaluation and advancement.Glossary of Key TermsFull List of ResourcesAAEEBL Digital Ethics Task Force MembershipDigital Ethics Task Force membershipTask Force ScholarshipThe Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force0c52e4eae81410f7710876e68e8d2c429e9eb2c3The Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force
Evaluating ePortfolios, Scenario 1
12021-07-01T09:04:26-07:00The Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force0c52e4eae81410f7710876e68e8d2c429e9eb2c3392921ePortfolio evaluation should consider process, inclusion, reflective practice, and alignment with the stated objectives of the context in which the ePortfolio was created.plain2021-07-01T09:04:26-07:00The Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force0c52e4eae81410f7710876e68e8d2c429e9eb2c3You are a program administrator leading a new ePortfolio initiative at your college. You’ve been asked to develop flexible ePortfolio resources that can be used by faculty across the disciplines, including an ePortfolio rubric. You have a committee composed of educators from different colleges to help you begin this work. As you come together to discuss what you value in ePortfolios, you discover that ideas like professionalism, effective communication, and visual literacy vary significantly from one discipline to the next. A rubric that is too specific might constrain ePortfolio creators or unfairly evaluate them. While you want to create shared materials that can be helpful for students and instructors, you also want evaluation criteria to align to professional and disciplinary expectations.
To balance these tensions, you choose five general areas (visual literacy, written literacy, technical literacy, professional literacy, and ethical literacy) but then encourage educators to work with students to describe what these areas look like in their disciplinary and professional communities and the best way to evaluate their ePortfolios within the context of the course or program. You create in-class activities that educators can use in their courses to collaborate with students on creating these evaluation materials.
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12021-06-22T13:42:07-07:00The Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force0c52e4eae81410f7710876e68e8d2c429e9eb2c3Evaluating ePortfoliosThe Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force18ePortfolio evaluation should consider process, inclusion, reflective practice, and alignment with the stated objectives of the context in which the ePortfolio was created.plain10920632022-01-30T23:53:27-08:00The Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force0c52e4eae81410f7710876e68e8d2c429e9eb2c3
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12021-06-22T13:42:04-07:00The Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force0c52e4eae81410f7710876e68e8d2c429e9eb2c3Admin/Staff ScenariosThe Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force1plain2021-06-22T13:42:04-07:00The Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force0c52e4eae81410f7710876e68e8d2c429e9eb2c3