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• 1 2021-06-22T13:42:07-07:00 Evaluating ePortfolios 18 ePortfolio evaluation should consider process, inclusion, reflective practice, and alignment with the stated objectives of the context in which the ePortfolio was created. plain 1092063 2022-01-30T23:53:27-08:00
  ePortfolio evaluation should consider process, inclusion, reflective practice, and alignment with the stated objectives of the context in which the ePortfolio was created.
  
  ABSTRACT: Educators and students benefit from a shared understanding of what content in the ePortfolio will be evaluated as well as the criteria for evaluation. Evaluation mechanisms should be developed in accordance with best practices of ethical ePortfolio pedagogy, including process, inclusion, and reflection. Educators need to make explicit how evaluation criteria align with assignment or course objectives or should develop criteria in collaboration with students. The evaluation process ideally includes both educators and students.

  Strategies for applying this principle include…

  • Evaluating ePortfolios through fair, transparent, and inclusive strategies with evaluation measures and procedures that are explicitly communicated to students prior to the assignment. [DEIBD]
  • Developing evaluation mechanisms that are informed by research, aligned to learning outcomes, and include input from multiple and diverse stakeholders, including administrators, faculty, and students. 
  • Creating evaluation criteria that align with disciplinary or professional standards and are meaningful to students beyond the context of a single course.
  • Evaluating ePortfolios through summative approaches to evaluation beyond traditional rubrics/grades, such as labor-based criteria and process documents, to offer more equitable approaches to feedback and grading.
  • Integrating formative reflection strategies throughout to provide opportunities for students to self-assess and receive on-going feedback.
  • Providing educators with access to resources and models that support the design of effective ePortfolio evaluation methods.
  • Offering faculty adequate training to apply evaluation materials to ePortfolios with a knowledge of how bias operates in the rating/evaluation/feedback processes. [Support][DEIBD]
  • Compensating and recognizing individuals who continually ensure ePortfolio evaluation is performed ethically, including but not limited to training and professional development, norming sessions, feedback and listening sessions, etc. [Visibility of Labor]

  Scenarios:

  Scenario #1:

  You 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. 

  Scenario #2:

  You are a student who is working on an ePortfolio as part of their capstone course in Health and Human Sciences. You have been using the assignment sheet to begin the ePortfolio drafting process but are feeling nervous about whether or not you are on the “right” track and will earn a good grade. Luckily, your educator has planned a peer review, and you are hopeful that this will be an opportunity to get feedback from peers. You are quite nervous though, because the last time you participated in a peer review activity, the educator shared a rubric with you and told everyone to read it and look over their peer’s writing. That was confusing because the rubric had a lot of “teacherly” words, and you weren’t sure how exactly to apply a rubric to writing. When you got your paper back, your peer had only moved some commas around.
  
  The educator in your capstone course takes a different approach to peer review. They begin by explaining the purpose for peer review and what they hope you gain from the activity. Then, they explain how the peer review directions have been aligned to the ePortfolio assignment and include criteria that are meaningful to professionals in your disciplinary community along with two blank criteria, which the class will get to determine. Next, you all practice using the peer review directions on an example ePortfolio with space for questions and concerns. After, you apply the criteria to two ePortfolios from your course. The criteria guide you in giving your peers feedback on particular parts of their ePortfolios. As you have questions, you add them to the class’ shared question document, which is reviewed regularly. Finally, you do some reflective writing where you review the feedback you received and begin planning for revisions as needed.

  Scenario #3:

  You are an educator who uses ePortfolios in their own teaching, ensuring students receive both formative and summative feedback. However, a scholar in your field issues a challenge to consider the racial histories that inform and are embedded in common instructional practices, such as evaluation and feedback. To respond to this call to action, you reconsider the mechanisms for providing feedback and evaluating ePortfolios within your course. How might your materials and processes (such as guiding questions, peer review,  rubrics, etc.) embed assumptions and values, increase inequity, and marginalize some learners? Using the scholarship of your field, you revise your evaluation practices to include students as active participants by inviting them to design individualized evaluation practices that address their personal, disciplinary, and/or professional goals.

  Resources:

  1. 1. Blum, S., ed. (2020). Ungrading: Why Rating Students Undermines Learning (and What to Do Instead). West Virginia University Press.
     2. Floridi, L. (2018). Soft ethics, the governance of the digital and the General Data Protection Regulation. Philosophical Transactions, 376, n.p. https://doi.org/10.1098/rsta.2018.0081
     3. Kelly-Riley, D. (2012). Getting off the boat and onto the bank: Exploring the validity of shared evaluation methods for students of color in college writing assessment. In A. B. Inoue & M. Poe (Eds.), Race and Writing Assessment (pp. 29-43). Peter Lang Publishing.
     4. Pettifor, J. L., & Saklofske, D. H. (2011). Fair and ethical student assessment practices. In C. Webber & J. Lupart (Eds.), Leading student assessment (pp. 87-106). Springer, Dordrecht. https://doi.org/10.1007/978-94-007-1727-5_5
     5. Principles for Fair Student Assessment Practices for Education in Canada. (1993). Edmonton, Alberta: Joint Advisory Committee. https://www.wcdsb.ca/wp-content/uploads/sites/36/2017/03/fairstudent.pdf
     6. Sanborn, H. & Ramirez, J. (2020). Artifacts in eportfolios: Moving from a repository of assessment to linkages for learning. In M. A. Dellinger & D. A. Hart (Eds.), ePortfolios@edu: What we know, what we don't know, and everything in-between (pp. 193-225). The WAC Clearinghouse: University Press of Colorado. https://wac.colostate.edu/docs/books/portfolios/chapter10.pdf
     7. Schon, D. A. (1984). The reflective practitioner: How professionals think in action (Vol. 5126). Basic books.
     8. Slade, C. (2017). Using eportfolios to strengthen student identity verification in assessment: A response to contract cheating. In ePortfolios Australia 2017 Forum, Monash University, Melbourne, Australia, (27-34). 20-21 September 2017.
     9. The National Writing Project MAP Group. (n.d.). Developing domains for multimodal writing assessment: The language of evaluation, the language of instruction. In H. A. McKee & D. N. DeVoss (Eds.) Digital Writing: Assessment and Evaluation (n.p.). Computers and Composition Digital Press. 
     10. Torre, E. M. (2019). Training university teachers on the use of the ePortfolio in teaching and assessment. International Journal of ePortfolio, 9(2), 97-110. https://files.eric.ed.gov/fulltext/EJ1237448.pdf
     11. Wahleithner, J. M. (2014). The National Writing Project’s MAP: Development of a framework for thinking about multimodal composing. Computers and Composition 31(1), 79-86. 

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• 1 2021-06-22T13:42:07-07:00 Diversity, Equity, Inclusion, Belonging, and Decolonization (DEIBD) 12 Educators are aware of equity-related challenges and address learning needs related to each student’s identity, culture, and background as they create ePortfolios. plain 2022-01-30T23:54:49-08:00
  Educators are aware of equity-related challenges and address learning needs related to each student’s identity, culture, and background as they create ePortfolios.
  
  Abstract: The creation of ePortfolios happens within a multitude of contexts: The country you live in, your institution, the dominant academic culture, the platform provider’s approach or philosophy, the personal beliefs of each educator, and also the intersection of identities, cultures, and backgrounds of the individual learners. Students, educators, administrators, and ePortfolio platform providers must
  • gain awareness of equity-related challenges, e.g., assumptions, biases, social and institutional barriers, that students face when building and sharing ePortfolios;
  • take action by constructing equity-minded ePortfolio assignments; and
  • review the ePortfolio experience with students regularly to ask about any equity-related issues that may impact their motivation, opportunities, and achievement.
  To create an environment where learners feel welcome and encouraged to participate fully in ePortfolio activities that often involve revealing who they are, every stakeholder must consider how to foster each person’s sense of belonging in a class, at an educational institution, and in a field or discipline. The process involves honoring and making visible the diversity of the educational community by designing ePortfolio instruction that is equitable for diverse learners and scaffolding that learning process. It also respects the intersection of each learner’s identity, culture, and background by paying attention to how those different backgrounds and experiences can be communicated and interpreted within an ePortfolio.
  
  Creating an ePortfolio can involve different levels of risk for marginalized and multiply marginalized ePortfolio creators. Such risks, starting with the instructor and continuing with additional audiences, may include bias, assumptions regarding digital access, and expectations regarding sharing personal information.

  Strategies for applying this principle include…

  Strategies for increasing diversity

  • Finding out more about learners, including their identity, culture, and background and creating ePortfolio assignments based on an asset model.
  • Creating ePortfolio assignments that include resources representing different perspectives about underlying course topics and that are based on an asset model.
  • Citing a diverse set of perspectives to support the arguments you make as a learner through your ePortfolio artifacts and reflections, respecting conventions and institutional guidelines in regard to artifact sharing.

  Strategies for increasing equity

  • Facilitating a class discussion with your entire class about how to balance 1) presenting one’s identity, culture, and background throughout an ePortfolio, and 2) addressing viewers’ potential biases.
  • Providing support and resources for students, educators, and staff, e.g., the Peralta Equity Rubric, that help them to address equity concepts in ePortfolio-related activities.
  • Encouraging students to ask for what they need to have a better learning experience with portfolios, including support for creating mobile-friendly and low-bandwidth artifacts, captioning multimedia resources, and understanding their importance.

  Strategies for increasing inclusion

  • Asking portfolio questions that encourage students to reference their own cultural and social backgrounds and show them that these are welcomed while providing space for students to self-select the extent to which they share their personal lives.
  • Considering ePortfolio artifacts and reflections for how the use of language may be interpreted by diverse readers from other backgrounds and cultures.
  • Teaching students how to design accessible ePortfolios by including alternate formats of their ePortfolio artifacts as reviewers, classmates, community members, or employers may use assistive technologies.

  Strategies for increasing belonging

  • Creating a positive environment built on trust, and forming relationships with students. This includes taking their personal stories into consideration when formulating portfolio questions, giving feedback, and assessing portfolios to encourage sharing without judgment.
  • Accepting that there are many ways of gaining knowledge and understanding and being open to explore these with students. That may also involve revising activities to incorporate these different ways for students to feel heard, accepted, and safe.
  • Giving students some choice of expression in their portfolios, educators signal to the students that their ways of learning and expression are valued. It is up to the students to settle on the approach that suits them best (see also Universal Design for Learning).

  Strategies for decolonization

  • Including members from the learners’ community, e.g. elders from an Indigenous community, in the design of portfolio activities to ensure they are culturally appropriate, allow learners to draw from their own knowledge traditions, and align with the community’s practices. Seek their advice on the best approach of working with the community, sharing results appropriately, and creating an environment beneficial to everyone.
  • Balancing knowledge traditions requires gaining awareness of how different cultures, including but not limited to Indigenous Peoples, share and gain knowledge (process) as well as how they view the world (context).
  • Respecting and adhering to cultural norms and concepts from Indigenous and other cultures that may differ vastly from the dominant culture.

  Scenarios

  Note: Each scenario is associated with one of the concepts primarily. However, often other concepts play into it as well.

  Scenario #1 (Diversity)

  You are an administrator and tasked to collect portfolios to include in a public showcase of the work done by students and educators in your program. You do not have access to all portfolios created because many of them are confidential and only shared with educators for assessment purposes.
  
  You create a poster that you can attach to emails to educators and also students for them to get in touch with you if they want to share their portfolio or know of someone whom you could ask. You send the poster to programs on campus, including student organizations and programs that support marginalized student populations, like the Advocates for Disabilities organization, the Black Student Union, the Association for Indonesian Students, etc.
  
  You catch up with each student and educator who proposed a portfolio and make sure that they are fully aware of the conditions of sharing, where their portfolios will appear and for how long. You check that the content follows your institution’s copyright and acceptable use policies. If re-use permissions are restricted, you may ask the portfolio creator to provide you with a revision that adheres more to the guidelines set for the showcase.
  
  When you select portfolios for the final showcase, you make sure to have a range of different portfolios, topics, and perspectives that represent the diversity that you have in your program.

  Scenario #2 (Equity)

  You are an ePortfolio platform provider and want to increase learning equity for students creating their ePortfolio experiences. You and your team must address a variety of equity-related challenges. First, to support students who do not have reliable access to devices and/or the Internet, you work to make the interface more mobile-friendly, to create simple pathways for media to be converted to formats that require less bandwidth, and to provide automated prompts for students to consider using multiple formats to showcase their knowledge and skills.
  
  Next, to support ePortfolio creators who are not represented in the images and media on your organization’s website and marketing collateral, you create a design campaign that more accurately reflects the diversity of higher education students. Further, the images and media show that a diverse set of students uses your ePortfolio platform to share work in a range of disciplines, especially science, technology, engineering, and math.
  
  Last, to prevent the use of learner analytics from perpetuating inequities, you engage the entire team in activities that ask a diverse group of professionals to review how you construct algorithms and how you train educators and administrators to interpret the data.

  Scenario #3 (Inclusion)

  You are an educator and are aware of the importance of making your students feel welcome in their learning environment to engage them fully. You understand that building trust and forming personal relationships with your students is a crucial part in this, especially because you ask your students to create a learning portfolio in which they will share personal thoughts, opinions, and stories. By knowing your students better on a personal level, you can engage them in a respectful, equitable, and inclusive way that takes their personal stories into consideration.
  
  You begin the process by working with students to construct community norms that foster a safe environment where educators and students alike hold themselves accountable, treat each other with respect, and allow everyone to share as much as they are willing to. Some students may seem like an open book and talk about their entire life’s history while others are more selective. As a class you agree to accept the entire range of participation, as it is up to each person to decide what and how they want to share.
  
  You also discuss the concept of creating a ‘brave space’ to intentionally build diversity and social justice and incorporate some example brave space agreement guidelines such as
  • listen to understand, not to respond;
  • address the idea, not the person;
  • explore, recognize, and acknowledge your privilege; and
  • make space by sharing speaking time.
  As a part of this discussion, ask students to consider the differences between an inclusive learning space and the public digital world.

  Scenario #4 (Belonging)

  You are a student and are tasked to create an employability portfolio showcasing your skills and competencies. As you are applying for a graduate role, you know the audience of your portfolio. Your educator suggests you find out about cultural practices of the company, the social environment in which it operates, and its diversity and inclusion practices to tailor your portfolio appropriately. This also helps you dig deeper into the company itself and get to know its vision and values.
  
  Your educator encourages you to include a reflection about how your values align with working in the company’s professional field. You decide to include statements that show appreciation for employer actions that foster belonging among the workers, such as being recognized for positive contributions to an organization, being able to express opinions respectfully and freely, and receiving feedback that supports personal growth. You show your draft portfolio to someone in the company if you already have a contact there or someone in the same industry to receive feedback. If needed, you review your portfolio and make it even more specific.

  Scenario #5 (Decolonization)

  You are an educator in a class in which ePortfolios are introduced for the first time. Traditionally, this class is taken by a wide range of students, including many Indigenous learners from the community. You want to ensure that you are culturally appropriate in your activities and also tie your activities to the wider study program. To avoid asking one of your Indigenous colleagues to speak for an entire group or to perform unpaid work, you contact the Cultural Advisor at your institution. You ask to meet with them to discuss your ePortfolio project.
  
  Together you review the learning outcomes of your course and discuss how you can create a positive environment for all students and ask reflective questions that encourage your students to share their learning and thinking in the best ways for them. Since the Cultural Advisor has a unique perspective due to their personal Indigenous identity, they suggest you start conversations with other community members to learn from them and to get to know the broad variety of Indigenous voices. There is no single Indigenous identity, and one person cannot speak for them all. This will give you a good foundation to see your students’ identities and how you can best support them.
  
  You realize that incorporating Indigenous ways of learning, communicating and collaborating will also benefit all other students for they create an environment of inquiry, sharing, supporting each other, learning together and learning from each other. You further determine that the portfolio is a great vehicle for giving students that freedom of self-expression and inviting them to choose their own ways of representing themselves.
  
  You may introduce your students to use Traditional Knowledge Labels to identify specific knowledge and resources to express how these can be shared and used in research.

  Scenario #6 (Multiple)

  You are an educator and teach a course that includes the creation of a semester-long learning portfolio as well as assessment portfolios. Before the start of the semester, you review your inclusive teaching statement and adjust it if needed. You include the statement in your syllabus and lead a discussion in the first class session with your students to ensure that they understand what that means for their learning, how they approach their class activities, and what they can expect of you and each other. Together, you establish group agreements that everyone agrees to, including a plan on how to deal with offenses.
  
  Throughout the semester, you reflect on your practice and how you support students in their personal learning journeys that they express and share in their portfolios and make adjustments to your interactions and how you give feedback as needed. You also review your scaffolding of portfolio work as the semester progresses as you may see that students require less guidance the more experience they have creating their own portfolios and engaging with other students’ portfolios.
  
  In a department meeting, you discuss your experiences in your course with other educators to share how the portfolio has helped your students form meaningful relationships with each other and with you and how that can influence their further studies with other educators. You help each other find common elements in each course that you can use to link the individual courses and show students how they can progress from one to another and keep up with their portfolio work. Your learning designer, who works across all courses in your department, supports you to create that cohesion.
  
  

  Acknowledgements

  We would like to thank everyone who has supported the research and our learning on this topic, especially those we interviewed: Prof. Dr. Marie Battiste (University of Saskatchewan in Canada), Chris Cormack (Kāi Tahu, Kāti Māmoe; Catalyst IT in Aotearoa New Zealand), Dr. Frankie Egan (Monash University in Australia), Hinerangi Eruera Murphy (Ngāti Awa; Te Whare Wānanga ō Awanuiārangi in Aotearoa New Zealand), Chelsea Finnie (Catalyst IT in Aotearoa New Zealand), Prof. Dr. JaneMaree Maher (Monash University in Australia), Dr. Emily van der Nagel (Monash University in Australia), Prof. Dr. Chavella Pittman (Effective Faculty in the U.S.A.), Prof. Dr. Linda Tuhiwai Smith (Ngāti Awa, Ngāti Porou; University of Waikato - Te Whare Wānanga o Waikato in Aotearoa New Zealand), Dr. Zala Volcic (Monash University in Australia).

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  You can view these and other references connected to this topic in our library, and export them to your own reference manager.

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• 1 2021-06-22T13:42:07-07:00 Visibility of Labor 11 The 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. plain 2022-01-30T23:59:58-08:00
  The 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.
  
  ABSTRACT: Learning is invisible labor. Constant shifts in technologies, strategies, rhetorical knowledge, technical skills, genres, and professional expectations require ongoing efforts by all stakeholders. The ability to develop, implement, create, support, and assess ePortfolios requires faculty and staff to have multi-disciplinary expertise that should be recognized and rewarded by the institutions in which ePortfolio work takes place. In addition, the intellectual and affective labor and personal risk required of students to learn and employ new platforms, genres, and compositional practices when designing and creating ePortfolios should be recognized and rewarded.

  Strategies for applying this principle include...

  • Making visible the value of iterative, long-term ePortfolio developmental processes as students bridge from academic to career environments, such as
    • earning credit for an individual course
    • demonstrating progress toward completion of institutional requirements (e.g., General Education)
    • earning a credential, badge, certificate, or degree from a program or institution; or
    • demonstrating digital literacy skills to future employers.
  • Acknowledging the cognitive load, emotional labor, and personal risk that accompanies ePortfolio pedagogy and creation by supporting this work with dedicated physical space, public recognition, and professional development.
  • Addressing the disproportionate impact of cognitive load, emotional labor, and personal risk on students belonging to minoritized and underrepresented populations and responding to that by considering access, intentional modeling, and other forms of additional support.
  • Recognizing, rewarding, and, where appropriate, compensating students who support ePortfolio creation through group projects and peer-to-peer learning, including tutoring, mentoring, and creating ePortfolio resources.
  • Recognizing ePortfolio practitioners as subject matter experts in scholarly research by creating visibility tied to advancement so that ePortfolio administration, research, and service may support promotion and/or tenure, especially if a program’s assessment relies on ePortfolios. 
  • Identifying ePortfolio studies and administration as a scholarly and professional field that professional organizations, institutions, and departments prepare new practitioners to engage with.
  • Conducting institutional analysis to better understand who engages in ePortfolio-related work on campus, what training and support are offered to those individuals, and how they are recognized for their efforts.
  • Increasing awareness of time and effort for designing and integrating ePortfolio implementation, evaluation, and assessment.
  • Creating sustainable support for those designing and maintaining ePortfolio initiatives, which must constantly adapt to institutional histories, shifting contexts, professional expectations, new technologies, and changing regulations.
  • Addressing varying levels of pedagogical agency across faculty of different ranks, while increasing buy-in and maintaining consistency and coherency across a student’s experience as an ePortfolio creator. 

  Scenarios

  Scenario #1:

  You are a student required to complete an ePortfolio in your capstone course. The process of curating, reflecting, and displaying your work for a professional audience is new and takes significant time and energy. To make the value of this experience more visible, your professor suggests that you include a description of the process on your resume and in other job materials. Additionally, your university provides a certificate of completion that outlines the skills demonstrated in your ePortfolio, such as critical thinking, written communication, digital literacy, and more. Now that you have the resources to display the value of ePortfolio creation, you can tangibly connect the capstone assignment to your professional goals and relay that connection to your audience. 

  Scenario #2:

  You are a High Impact Practices (HIPs) coordinator working with colleagues across your institution to develop an ePortfolio initiative as part of your institution’s commitment to HIPs. You are working to build a coalition with directors of the Writing Program, the Undergraduate Research, Career Services & Internships, and the Community Engagement Center. Your office is responsible for helping faculty identify appropriate ePortfolio systems, providing ongoing training for ePortfolio implementation, and running a center that supports students who are creating ePortfolios. The upper administration are exploring how to most effectively show their commitment to this process. You recommend that they start by providing a week-long paid training, a year-long series of scheduled meetings to bring stakeholders on board, and stipends for faculty who implement ePortfolios. In addition, you suggest that they incentivize ePortfolio research as part of the scholarship of teaching and learning.

  
  Scenario #3:

  You are an educator required to incorporate an ePortfolio element into your course design. To do so, you take part in professional development offered by the university, which provides time and space for you to become familiar with the critical underpinning of ePortfolio pedagogy, the technology involved, and related instructional design components (such as assignment design, support, and evaluation). Your institution recognizes this additional effort by providing a certificate of completion, which your department considers in connection to promotion and other incentives. Furthermore, as you become more confident and proficient in your ePortfolio efforts, your department asks you to mentor educators new to the experience. Recognizing the time and emotional labor this might entail, you request that the department compensate you through mechanisms such as stipends or course releases.
   

  Resources:

  1. 1. Conceição, S. C. O., & Lehman, R. M. (2011). Managing online instructor workload: Strategies for finding balance and success. Jossey-Bass.
     2. Conference on College Composition and Communication (CCCC) Committee on Computers and Composition. (2015). CCCC promotion and tenure guidelines for work with technology. https://cccc.ncte.org/cccc/resources/positions/promotionandtenure
     3. D’Ignazio, C., & Klein, L. (2020). 7. Show Your Work. In Data Feminism (pp. 173–202). MIT Press. https://data-feminism.mitpress.mit.edu/pub/0vgzaln4/release/3
     4. Hardt, M., & Negri, A. (2004). Multitude: War and democracy in the Age of Empire. Penguin.
     5. Hochschild, A. R. (1979). Emotion work, feeling rules, and social structure. American Journal of Sociology, 85(3), 551–575. https://doi.org/10.1086/227049
     6. Rodrigo, R., & Romberger, J. (2017). Managing digital technologies in writing programs: Writing program technologists & invisible service. Computers and Composition, 44, 67–82. https://doi.org/10.1016/j.compcom.2017.03.003
     7. Watson, C. E., Kuh, G. D., Rhodes, T. L., Penny Light, T., & Chen, H. L. (2016). Editorial: EPortfolios – The eleventh High Impact Practice. International Journal of EPortfolio, 6(2), 65–69.

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• 1 2021-06-22T13:42:07-07:00 Practice 10 ePortfolio creators need opportunities to develop and practice the digital literacies necessary to create accessible and effective ePortfolios. plain 1092059 2022-01-30T23:56:55-08:00
  ePortfolio creators need opportunities to develop and practice the digital literacies necessary to create accessible and effective ePortfolios.
  
  ABSTRACT: ePortfolio creators need practice with digital literacies. ePortfolio instruction should teach creators what ePortfolios are, why they are creating one, how to employ visual design and Universal Design principles when creating one, and how to work with ePortfolio tools and technologies. When creating ePortfolios, a knowledge of their audience, context, and constraints should guide creators.   

  Strategies for applying this principle include...

  • Identifying and sharing effective strategies for storing, attaching, and curating artifacts.
  • Maintaining an expectation of accessibility, including the ability for an ePortfolio to be accessed across devices and by everyone, including people using assistive technologies.
  • Employing universal design principles whenever possible (including color choice, contrast, font size, page hierarchy, captioning, alternatives to drop down menus, etc.).
  • Teaching students about visual design considerations, such as font choices, color contrast, image selection and placement, and any other relevant design principles.
  • Encouraging students to think about the context of their ePortfolio work, including considering their audience, purpose, and constraints.
  • Making sure students understand the many rhetorical choices they are making during the process and how these choices differ from those made during the composition of more traditional documents such as essays, resumes, and cover letters.
  • Providing opportunities for students to create a professional digital footprint, including networking in their field of choice and reviewing examples from faculty and industry mentors.
  • Considering the constraints and affordances of various ePortfolio genres (learning, archive, assessment, showcase, etc.) in regards to composition, sharing, maintenance, design, etc.
  • Determining the availability of tools for ePortfolio making and how student materials are impacted by the constraints of their situation.
  • Offering basic training in the use of the ePortfolio platform at the time of implementation, as well as periodically, and upon request through student services.
  • Having available on-campus and online staff, including students, who can answer questions around the use of any mandated ePortfolio platform and can also assist with instructional design questions.
  • Informing ePortfolio creators of institutional or public resources that can support them in creating their ePortfolio. 

  Scenarios:

  Scenario #1:

  You are an undergraduate business major who has composed an ePortfolio for your English course at your college. You have received consistently positive feedback from the educator on your work. Now that you wish to use examples from this portfolio in your application for an internship, you seek advice from the career center. Your advisor encourages you to include writing samples from your existing portfolio in your application yet cautions you not to include everything because you are now creating a portfolio for employability purposes and not to receive feedback on your learning experiences.
  
  You select appropriate examples and create another portfolio specific to your internship application in which you can frame these examples, provide contextual information, and link to other experiences that are valuable for your potential employers.

  Scenario #2:

  You are a non-traditional student, returning to college after many years. Your educator requires you to compose an ePortfolio, which requires the ability to create and add content in digital spaces. They acknowledge that not all of their students may have the necessary digital literacy skills to do so and perform a quick assessment at the beginning of the program, offering direct help and resources where students can self-learn and upskill. 
  
  Your educator works with e-terns, who are students employed by the university to assist students as well as educators with educational technology questions. The e-terns are available to answer your questions throughout the term and make you comfortable gaining necessary digital skills to compose your ePortfolio successfully.
  
  You are grateful for this support because while you use your smartphone and various apps on it on a regular basis to communicate with friends and family, you have not conducted academic work digitally and only just bought a new computer to be able to participate in the online parts of the program, conduct research, and complete assignments electronically.

  Scenario #3:

  You are a non-tenure track educator in a department that has decided to mandate the use of ePortfolios. A two-day workshop is scheduled the week before classes begin to introduce the requirement. A trainer from the ePortfolio software provider is brought in to run the workshop, which includes an introduction to the technical features of the platform and a chance for educators to revise their assignments and syllabi to make use of the new platform. 
  
  Four weeks later, you’re asking students to set up and add their first assignment to an ePortfolio for your course, but some of the students get error messages that you don’t understand, and several others seem to have saved their work in a format that the platform won’t display. Your two-day workshop did not prepare you for these potential issues. 
  
  You contact the Academic Technologies office and speak with one of the e-terns who support both students and educators when it comes to ePortfolio-related questions. They can assist with the file format question on the phone, but ask that you come into the office or jump into a web conference call to take them through the steps to replicate the error message. Once they know how to reproduce the error message, they get in touch with the software provider to get this issue resolved and provide you with an update once it is done.
  
  While you are talking with one of the e-terns, they point out that there are regular drop-in clinics scheduled throughout the year that students and educators can attend digitally or in-person to ask questions about how to make best use of the ePortfolio platform. You can also sign up for educator training in which an instructional designer reviews your portfolio component with you based on your own impressions and the feedback you have received from students.

  Resources:

  1.  
     1. Auburn University, Office of University Writing. (n.d.). EPortfolio project: Technology. http://wp.auburn.edu/writing/eportfolio-project/student-resources/technology/.
     2. Cambridge, D. (2008). Audience, integrity, and the living document: EFolio Minnesota and lifelong and lifewide learning with ePortfolios. Computers & Education, 51(3), 1227–1246. https://doi.org/10.1016/j.compedu.2007.11.010
     3. CAST. (2019). About universal design for learning. 
     4. Center for Persons with Disabilities. (n.d.). Introduction to web accessibility. WebAIM. https://webaim.org/intro/
     5. Clark, J. E. (2010). The digital imperative: Making the case for a 21st-century pedagogy. Computers and Composition, 27(1), 27–35. https://doi.org/10.1016/j.compcom.2009.12.004
     6. Licastro, A. (2016). Excavating ePortfolios: What student-driven data reveals about multimodal composition and instruction
     7. National Disability Authority. (2014). What is universal design. Centre for Excellence in Universal Design.
     8. Oswal, S. K. (2013). Accessible ePortfolios for visually-impaired users: Interfaces, designs, and infrastructures. In K. V. Wills & R. Rice (Eds.), ePortfolio performance support systems: Constructing, presenting, and assessing portfolios (pp. 135–153). WAC Clearinghouse.
     9. Strivens, J. (2007). A survey of e-pdp and e-portfolio practice in UK Higher Education. The Higher Education Academy, 2, 1–24.
     10. The University of Queensland. (n.d.). Digital essentials. Library.
     11. W3C. (2019, June 5). Introduction to web accessibility. W3C Web Accessibility Initiative.
     12. Wills, K. V., & Rice, R. (Eds.). (2013). ePortfolio performance support systems: Constructing, presenting, and assessing portfolios. WAC Clearinghouse.

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• 1 2021-06-22T13:42:07-07:00 Principle Summaries and Table of Contents 10 Review all thirteen principles' abstract summaries and navigate to different parts of the document. plain 1006885 2022-10-19T12:39:46-07:00

  Table of Contents

  Introduction: How to Use this Document

   

  Support 

  Institutions should provide appropriate support for students, educators, administrators, and staff who create ePortfolios.
  
  ABSTRACT: Institutions must devote resources to supporting ePortfolios, including professional development in ePortfolios. ePortfolio stakeholders are encouraged to partner with offices that have expertise in disability, informational literacy, technology, writing, and teaching and learning to create inclusive ePortfolio requirements with built-in alternatives for individuals with limited access to technology and the internet. 
   

  Promote Awareness

  Institutional administrators, staff, and educators are responsible for promoting awareness of digital ethics in ePortfolio making. 
  
  ABSTRACT: ePortfolio educators, administrators, and staff  should have a working knowledge of the ethical issues related to ePortfolios, including data collection, security, and management; ethical sharing and representation; digital bias; accessibility; ePortfolio security and privacy; copyright, fair use, and open access; and intended vs. potential audiences. 
   

  Practice

  ePortfolio creators need opportunities to develop and practice the digital literacies necessary to create accessible and effective ePortfolios.
  
  ABSTRACT: ePortfolio creators need practice with digital literacies. ePortfolio instruction should teach creators what ePortfolios are, why they are creating one, how to employ visual design and Universal Design principles when creating one, and how to work with ePortfolio tools and technologies. When creating ePortfolios, a knowledge of their audience, context, and constraints should guide creators.

  Evaluating ePortfolios

  ePortfolio evaluation should consider process, inclusion, reflective practice, and alignment with the stated objectives of the context in which the ePortfolio was created.
  
  ABSTRACT: Educators and students benefit from a shared understanding of what content in the ePortfolio will be evaluated as well as the criteria for evaluation. Evaluation mechanisms should be developed in accordance with best practices of ethical ePortfolio pedagogy, including process, inclusion, and reflection. Educators need to make explicit how evaluation criteria align with assignment or course objectives or should develop criteria in collaboration with students. The evaluation process ideally includes both educators and students.

  DEIBD: Diversity, Equity, Inclusion, Belonging, and Decolonization

  Educators are aware of equity-related challenges and address learning needs related to each student’s identity, culture, and background as they create ePortfolios.
  
  ABSTRACT: The creation of ePortfolios happens within a multitude of contexts: The country you live in, your institution, the dominant academic culture, the platform provider’s approach or philosophy, the personal beliefs of each educator, and also the intersection of identities, cultures, and backgrounds of the individual learners. Students, educators, administrators, and ePortfolio platform providers should gain awareness of equity-related challenges, take action by constructing equity-minded ePortfolio assignments, review the ePortfolio experience with students regularly to ask about any equity-related issues that may impact them, and include student advice and recommendations on ePortfolio projects and assignment instructions.

  Accessibility

  All ePortfolio platforms and pedagogy should be thoroughly vetted for accessibility according to the standards identified by one’s culture, government, or profession. 
  
  ABSTRACT: ePortfolio platforms should be accessible to diverse creators as well as diverse audiences. Stakeholders should test platforms for accessibility, and educators and students should be educated about accessible content creation.

  Access to Technology

  Adequate access to technology must be available for all students, and ePortfolio software should be accessible with institutional devices.
  
  ABSTRACT: Students with limited access to technology or the internet should still have opportunities to create ePortfolios using institutional resources. An inclusive ePortfolio curriculum accommodates students who need to build their ePortfolio on a smartphone or gives students access to technology or the internet via institutional resources. 
   

  Respect Author Rights and Re-use Permissions

  ePortfolio creators should understand and respect author rights, best practices for re-use, and representation.  
  
  ABSTRACT: Because ePortfolios ask creators to re-use text and media, they need a working knowledge of plagiarism, copyright, fair use, and licensing. Students should be ethical owners of their ePortfolios and engage in conversations about how to responsibly move artifacts into ePortfolios, particularly when artifacts represent professional or collaborative experiences or involve the representation of others.

  Privacy

  ePortfolio creators should have ultimate control over public access to their portfolios and the ability to change the privacy settings at any time.
  
  ABSTRACT: Students should be able to alter and explain their privacy and sharing settings as owners of their ePortfolios. Administrators, educators, and staff must be prepared to have these conversations with students.

  Consent for Data Usage

  ePortfolio platform providers need consent to collect and store data from ePortfolio creators.
  
  ABSTRACT: ePortfolio platform providers should explain their data collection, storage, and use policies in clear and accessible language. These policies should comply with applicable institutional regulations. When these policies change, platform providers should have mechanisms in place for students and staff to review the changes and decide whether they want to keep their portfolios under these changed circumstances. 

  Content Storage

  ePortfolio creators should know where their content is stored, who has access, and how to remove it. 
  
  ABSTRACT: Before working in an ePortfolio platform, students, educators, administrators, and staff should review the Privacy Policy and Terms and Conditions with particular attention to how the platform will collect, store, and use data and if students can opt out of data collection or remove their data. Providers should communicate these details in clear and accessible language. 

  Cross-Platform Compatibility

  ePortfolio creators should be able to make and view ePortfolios across any device, browser, and operating system with equitable ease of use across devices.
  
  ABSTRACT: ePortfolio platforms should operate across devices and operating systems from both the creator and viewer perspective. ePortfolio creators should have the technical knowledge to create ePortfolios that are readable across devices.

  Visibility of Labor

  The 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.
  
  ABSTRACT: Learning is invisible labor. Constant shifts in technologies, strategies, rhetorical knowledge, technical skills, genres, and professional expectations require ongoing efforts by all stakeholders. The ability to develop, implement, create, support, and assess ePortfolios requires faculty and staff to have multi-disciplinary expertise that should be recognized and rewarded by the institutions in which ePortfolio work takes place. In addition, the intellectual and affective labor and personal risk required of students to learn and employ new platforms, genres, and compositional practices when designing and creating ePortfolios should be recognized and rewarded.

  Glossary of Key Terms

  Full List of Resources

   

  Download a PDF of the Entire Document

   

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• 1 2021-06-22T13:42:07-07:00 Promote Awareness 10 Institutional administrators, staff, and educators are responsible for promoting awareness of digital ethics in ePortfolio making. plain 1006877 2022-01-30T23:47:12-08:00
  Institutional administrators, staff, and educators are responsible for promoting awareness of digital ethics in ePortfolio making. 
  
  ABSTRACT: ePortfolio educators, administrators, and staff  should have a working knowledge of the ethical issues related to ePortfolios, including data collection, security, and management; ethical sharing and representation; digital bias; accessibility; ePortfolio security and privacy; copyright, fair use, and open access; and intended vs. potential audiences. 

  Strategies for applying this principle include…

  • Asking institutional stakeholders about use and storage of ePortfolio-related data, student rights to ePortfolio ownership, rationale for platform selection, and accessibility standards before assigning ePortfolios to students.
  • Developing and sharing strategies for identifying, engaging with, and countering potential biases among learners, educator(s), and any others who might review an ePortfolio. [DEIBD]
  • Ensuring that students can determine who shall have access to their various portfolios on the platform they were asked to use. 
  • Teaching students about privacy settings and their implications.
  • Providing students with examples that help them define and determine the distinctions between their personal and professional online identities.
  • Helping students anticipate how diverse audiences will react differently to the information they share (writing, images, coursework, etc.).
  • Informing students of what entities or audiences may have access to their identity representations, data, and intellectual property along with any possible benefits and harm that may result from this access.
  • Sharing photo and media galleries that foster equal and adequate representation of the diverse set of students creating portfolios at your institution.
  • Teaching students basic knowledge about copyright, fair use, and open access.

  Scenarios:

  Scenario #1:

  You are a student. You have been asked by your educator to create a showcase portfolio of your most recent achievements,  from activities and experiences in and beyond the course. The audience for your portfolio is humanitarian and volunteer organizations which provide summer abroad opportunities overseas. 
  
  You wonder what artifacts would be the best examples to use and decide to showcase your most recent retail work experience and holiday on the coast. You include photos with your friends at the beach and posts from Facebook about events at work. When you submit your first draft, your educator’s feedback is that you need to think more about your purpose and how that purpose connects to what the particular audience would see as appropriate professional images, evidence, and experiences. 
  
  Your educator shares with the class a number of tips for choosing artifacts. First, you should consider diverse potential audiences as you choose artifacts. Second, you need to consider how you will separate your personal and professional identities online. Further, you should think about how what you share online might be perceived by others, both those you know and those you do not know, and the potential future consequences for yourself and others. 

  Scenario #2:

  You are an educator. Students create a public ePortfolio in your capstone course that they could use when they enter the job market. You work to provide students with example portfolios that represent a diverse group of students and experiences. 
  
  One student voices concern that she may encounter bias on the job market if her image is included in the ePortfolio. Although you want to encourage this student to represent her identity fully, you acknowledge potential bias and engage in a conversation about her options. 
  
  You provide her with a sample portfolio of another student who also had this worry. He created an ePortfolio without pictures of himself while still maintaining visual representation of his work. You also share with her another example of a student from a similar background as her own that provides an honest narrative about the intersection of her career and her identity. After the conversation, the student decides to use the example of the ePortfolio without personal photos as a model for her ePortfolio. You direct her to other examples of ePortfolios that have powerful design without relying on personal photos as well as websites where she can access Creative Commons licensed images.  

  Scenario #3:

  You are an educator and administrator or staff member. You oversee the internship program for your department. As part of their internships, students are asked to prepare a final ePortfolio that documents their internship experience and reflects on what they learned. These ePortfolios are evaluated by a committee as part of the students' grades for their internship.
  
  Although you know that this practice is important for reinforcing the learning that happens during the internship experience, you have noticed that students struggle to explore the full breadth of their experience without disclosing details that are inappropriate for public consumption.
  In order to protect students and the people they encounter in the course of their internships, you work with your department chair and technology consultants to ensure that their ePortfolios are only accessible to you and the individual student. Then, in consultation with the students, you revise the assignment so that they can use the ePortfolio as their private collection and reflection space over the course of their internship and write a public-facing reflection to be reviewed by the assessment committee rather than the full, personal portfolio.

  Scenario #4:

  You are a program administrator and/or staff member. You are designing an ePortfolio workshop to deliver in collaboration with your Career Center. The topic for this workshop is “Professionalism and ePortfolios.” You want to focus on the thinking work ePortfolio creators should do before they begin building their ePortfolio. 
  
  Part of this workshop helps students develop a professional identity in response to their imagined audience and purpose. However, you also ask students to consider professionalism in the context of the ePortfolio: What does it mean to be a professional in this digital space? 
  Students might speak to how they select photos and artifacts to feature in the ePortfolio, how they talk about their experiences in ways that connect to terms used in their profession, or how they show knowledge of professional standards by attributing and re-using sources according to their professional community’s standards for re-use.  
  
  As students reflect on how they might signal professionalism in ePortfolio creation, you also speak to the consequences an unprofessional ePortfolio can have for them. You show students how they can protect their ePortfolio content until they are ready to publish their site, and you give them resources for feedback from institutional partners on campus (the career center, the writing center, and/or their advisors). 

  Resources:

  1. 1. Brown Wilson, C., Slade, C., Kirby, M. M., Downer, T., Fisher, M. B., & Nuessler, S. (2018). Digital ethics and the use of ePortfolio: A scoping review of the literature. International Journal of EPortfolio, 8(2), 115–125.
     2. Charlesworth, A., & Grant, A. (n.d.). 10 ePortfolios and the law: What you and your organisation should know. University of Bristol.
     3. Gallagher, C. W., & Poklop, L. L. (2014). ePortfolios and audience: Teaching a critical twenty-first century skill. International Journal of EPortfolio, 4(1), 7–20.
     4. Gallagher, K., Magid, L., & Pruitt, K. (2019). The educator’s guide to student data privacy. ConnectSafely. 
     5. Hargittai, E., & Marwick, A. (2016). “What can I really do?” Explaining the privacy paradox with online apathy. International Journal of Communication, 10, 3737–3757.
     6. Henning, M. A., Hawken, S., MacDonald, J., McKimm, J., Brown, M., Moriarty, H., Gasquoine, S., Chan, K., Hilder, J., & Wilkinson, T. (2017). Exploring educational interventions to facilitate health professional students’ professionally safe online presence. Medical Teacher, 39(9), 959–966. https://doi.org/10.1080/0142159X.2017.1332363
     7. Lorenzo, G., & Ittelson, J. (2005). An overview of institutional e-portfolios. EDUCAUSE Learning Initiative, 2.
     8. Mann, K. (2013, June 20). Online assignments and student privacy. Academic Technology. 
     9. Matthews-DeNatale, G., Blevins-Bohanan, S. J., Rothwell, C. G., & Wehlburg, C. M. (2017). Redesigning learning: Eportfolios in support of reflective growth within individuals and organizations. In T. Batson, T. L. Rhodes, C. E. Watson, H. L. Chen, K. S. Coleman, & A. Harver (Eds.), Field guide to eportfolio. (pp. 14–24). Association of American Colleges and Universities. 
     10. Nagler, A., Andolsek, K., & Padmore, J. S. (2009). The unintended consequences of portfolios in graduate medical education. Academic Medicine, 84(11), 1522–1526. https://doi.org/10.1097/ACM.0b013e3181bb2636
     11. Privacy Technical Assistance Center. (2014). Protecting student privacy while using online educational services. U.S. Department of Education. \
     12. Ribble, M., & Park, M. (2019). The digital citizenship handbook for school leaders: Fostering positive interactions online. International Society for Technology in Education.
     13. Slade, C., Wilson, C. B., Kirby, M., Downer, T., Fisher, M., & Isbel, S. (2018). A new concern: Ethical decision making in students’ secondary use of data from their ePortfolios. 2018 EPortfolio Forum EBook of Short Papers, 71–75. 
     14. Stewart, S. M. (2013). Making practice transparent through e-portfolio. Women and Birth, 26(4), e117–e121. https://doi.org/10.1016/j.wombi.2013.02.005
     15. University of Canberra. (2019, August 30). How to use Mahara ePortfolio. https://portfolio.canberra.edu.au/view/view.php?id=21008
     16. University of Oregon. (2011). Consent for disclosure of education record: EPortfolio participation. University of Oregon, Office of the Registrar. 
     17. University of Ottawa. (n.d.). EPortfolio coach and student confidentiality agreement. 

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• 1 2021-06-22T13:42:06-07:00 Support 8 Institutions should provide appropriate support for students, educators, administrators, and staff who create ePortfolios. plain 1092053 2022-01-30T23:36:19-08:00

  
  

  Institutions should provide appropriate support for students, educators, administrators, and staff who create ePortfolios.
  
  ABSTRACT: Institutions must devote resources to supporting ePortfolios, including professional development in ePortfolios. ePortfolio stakeholders are encouraged to partner with offices that have expertise in disability, informational literacy, technology, writing, and teaching and learning to create inclusive ePortfolio requirements with built-in alternatives for individuals with limited access to technology and the internet. 

  
  Strategies for applying this principle include…

  • Adequately funding and evenly distributing the responsibility for developing, teaching, and assessing ePortfolios throughout the program, department, college, and/or institution.
  • Developing and providing training and support on digital ethics, digital citizenship, and effective pedagogical and assessment strategies for educators, staff, and program directors who work with students on ePortfolios.
  • Developing clear ePortfolio requirements so that all students can be successful, especially students who have little to no experience with ePortfolio-building technologies. 
  • Providing alternatives for financially disadvantaged students who cannot afford the costs associated with certain ePortfolio platforms and/or technologies or do not have access to a stable internet connection.
  • Creating a set of protocols for data consent, collection, storage, and maintenance and training staff, faculty, and students on these protocols through workshops, handbooks, and other institutional documents.
  • Identifying institutional resources and partners for ePortfolio support, such as the office of accessibility, librarians, reading/writing/learning centers, technical support, etc. 

  Scenarios:

  Scenario #1:

  You are a student. You are excited to attend your first capstone course meeting for graduating students. On the first day, the educator explains that you will be creating an ePortfolio that will both document your learning from your coursework and showcase your professional experiences to employers and graduate schools in your field. 
  
  She projects example ePortfolios from previous years and asks the class to analyze them in groups. You are new to ePortfolios and would like to participate in this well-planned first day activity, but you are blind and the educator has not considered how you can view the projected ePortfolios. When you ask about the platform’s ability to interface with screen readers, the educator replies nervously that she has not been asked to consider this before. You feel anxious about your ability to engage with the class and complete this capstone assignment.
  
  When designing ePortfolio assignments, it’s important to consider all students with diverse needs. Institutional experts in disability and accommodations for students with disabilities can help you vet platforms for accessibility, and digital resources can also help you test a site’s ability to interface with assistive technologies, such as a screen reader. 

  Scenario #2:

  You are a student. You are participating in a study abroad program and have been asked to contribute to a collective ePortfolio documenting your experiences in an online course that pairs with the abroad program. You have stretched yourself financially to be able to afford the trip abroad and take time off of work. You have never traveled outside of your home country before, so you are feeling anxious. You have little experience with online learning and ePortfolios.
  
  In the pre-trip introduction video to the online course, the educator explains that the class members will all be able to log into the ePortfolio site and contribute photos, blog updates, and reflective writing entries. You know that you will need internet access and a device to do this. You begin to panic. You do not have a laptop, and while you can use the platform on your phone, you have not budgeted for an international data plan. 
  
  Your educator assures you that there will be free wifi available for your use where you will be staying. Also, the educator has provided you with details where you can check out a laptop from your institution to take abroad with you. 

  Scenario #3:

  You are a writing program administrator and/or staff member, and your dean has recently asked you to bring ePortfolio assessment into the composition program. You are excited at this possibility, as you have heard about ePortfolios at conferences and in academic journals in your field. However, when you ask about funding for this initiative, your dean says you will have to use your current budget. Your program is staffed mostly by part-time and non-tenure-track professionals who carry high teaching loads and already have limited access to professional development funds. 
  
  After taking a moment to process the situation, you explain to the dean that an ePortfolio requirement is an exciting, but sizable, commitment. You suggest reaching out to peer institutions that use ePortfolios to understand how much money they spend annually on staff, technology, professional development, assessment, curriculum development, etc. You also reach out to the disability advocates, technology experts, and the librarians on campus to assess the institution’s current resources to support this initiative, as commitment from them in particular would be beneficial. After research and discussion, you meet with the dean and explain the amount of funding and support you feel your program will need to have a successful and sustainable ePortfolio initiative.

  Resources:

  1. 1. Jones, B., & Leverenz, C. (2017). Building personal brands with digital storytelling ePortfolios. International Journal of EPortfolio, 7(1), 67–91.
     2. Newman, T., Beetham, H., & Knight, S. (2018). Digital experience insights survey 2018: Findings from students in UK further and higher education (p. 76). 
     3. Slade, C. (2017). Using ePortfolios to strengthen student identity verification in assessment: A response to contract cheating. 2017 EPortfolio Forum EBook of Short Papers, 27–34. 
     4. Slade, C., & Tsai, J. (2018). Building connections through integrated ePortfolio curriculum. 2018 EPortfolio Forum EBook of Short Papers, 50–56. 
     5. The University of Queensland. (n.d.). Digital essentials. Library.
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• 1 2021-06-22T13:42:07-07:00 Access to Technology 7 Adequate access to technology must be available for all students, and ePortfolio software should be accessible with institutional devices. plain 1092056 2022-01-30T23:57:55-08:00
  
  Adequate access to technology must be available for all students, and ePortfolio software should be accessible with institutional devices.
  
  ABSTRACT: Students with limited access to technology or the internet should still have opportunities to create ePortfolios using institutional resources. An inclusive ePortfolio curriculum accommodates students who need to build their ePortfolio on a smartphone or gives students access to technology or the internet via institutional resources. 

  Strategies for applying this principle include...

  • Recognizing that not all students own laptop or desktop computers and may rely on mobile phones and campus computers (available in libraries, labs, etc. at various hours).
  • Ensuring that hardware, software, and ePortfolio platforms and support are readily accessible to account for students’ diverse schedules.
  • Providing students and educators with training, technology support infrastructure, and resources (e.g., samples of successful ePortfolios, tutorials, resources on digital ethics, universal design, etc.).
  • Making an institutional commitment to providing adequate proactive support (initial training, tutorials, examples) as well as reactive support (e.g., help desk support) for educators and students. 

  Scenarios:

  Scenario #1:  

  You are a part-time student attending courses after your normal work hours. As part of your capstone course, you are asked to create an ePortfolio. While you have a desktop computer at work and know some desktop computers are available to you at the library, you do not have access to a computer at your home—although you have an iPad and a smartphone. Moreover, the library has limited hours. When you talk to the professor after class and explain this situation, they already have a plan in place to meet your needs.
  
  The professor has technical support resources from the ePortfolio platform provider specifically tailored to people using a tablet or smartphone and the out-of-class activities have also taken a variety of devices into account. More so, your professor has a list of local libraries with weekend and extended night hours that you can use to work on the ePortfolio and directions for checking out hardware to take home from the university library. While the professor does have on-campus office hours during the day, there are also options for distance participation in these through web or phone conferencing. You are relieved that your educator has already considered your situation and excited to begin the ePortfolio.

  Scenario #2:

  You are an educator. You would like to assign students a video-making project as part of their ePortfolio development for your course. As you design this assignment, you consider that some students will be making these videos on their phones, while others will use laptops and screencasting programs, and others will have access to video cameras. Because they are using different hardware, they will most likely also be using different video-making programs. 
  
  You ensure that students have access to tutorials and troubleshooting guides available for the programs you are suggesting they use. Although you have vetted these software in advance to ensure that they comply with institutional privacy statements and do not put the student in a position where they may not be able to use them without relinquishing their rights to their work or disclosing private information inadvertently, you also ask students to review the EULAs for these programs. In this review, you help them critically consider the terms of these licensing agreements. Finally, you give students information about how they can check out a video camera or laptop through your library and edit their videos in the library’s media room, where all the computers are equipped with video-editing software. All of this additional information helps students who are new to video-making or video-making platforms and models the program vetting process.

  Scenario #3:

  You are an educator. You create an ePortfolio assignment for your Biology course. You chose a platform that is accessible across devices, but you are aware that some students may not have access to a computer. You provide students with details on how to check out laptops from the library if needed. 
  
  You understand that your class has a large degree of variety when it comes to digital literacy and design abilities, but you can’t dedicate class time to developing these skills. Instead, you provide students with a resource list that includes technology support, platform support, and free resources to aid them in the design of their website. You also hold office hours, which students can join in person or digitally to provide additional one-on-one support. As well, you point students to the media lab on campus that has digital and in-person drop-in hours where students can learn more about various software and seek advice from experts. 

  Resources:

  1. 1. Bose, D., & Pakala, K. (2015). Use of mobile learning strategies and devices for e-portfolio content creation in an engineering thermodynamics and fluid mechanics classes: Student perceptions. 2015 ASEE Annual Conference and Exposition, 1–26. http://dx.doi.org/10.18260/p.24978
     2. Chen, B., & deNoyelles, A. (2013). Exploring students’ mobile learning practices in higher education. EDUCAUSE Review. 
     3. Galanek, J. D., Gierdowski, D. C., & Brooks, D. C. (2018). ECAR study of undergraduate students and information technology, 2018 (p. 47) [Research report]. EDUCAUSE. 
     4. Giorgini, F. (2010). An interoperable ePortfolio tool for all. In M. Wolpers, P. A. Kirschner, M. Scheffel, S. Lindstaedt, & V. Dimitrova (Eds.), Sustaining TEL: From innovation to learning and practice (pp. 500–505). Springer. https://doi.org/10.1007/978-3-642-16020-2_44

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• 1 2021-06-22T13:42:06-07:00 Consent for Data Usage 7 ePortfolio platform providers need consent to collect and store data from ePortfolio creators. plain 1092057 2022-01-30T23:58:45-08:00 ePortfolio platform providers need consent to collect and store data from ePortfolio creators.
  
  ABSTRACT: ePortfolio platform providers should explain their data collection, storage, and use policies in clear and accessible language. These policies should comply with applicable institutional regulations. When these policies change, platform providers should have mechanisms in place for students and staff to review the changes and decide whether they want to keep their portfolios under these changed circumstances.

  Strategies for applying this principle include…

  • Clearly identifying and explaining how ePortfolio platform providers plan to collect and use student data, whether students will be able to opt out of data collection, and how they will inform the institution and platform users of changes to their licensing agreements.
  • Allowing ePortfolio creators to opt out of data collection at the programmatic or institutional levels.
  • Practicing purposeful limitation by collecting personal data only when one has legitimate purposes for that data collection.
  • Keeping up-to-date, accurate data.
  • Limiting the storage of data, and deleting data after it has served its purpose.
  • Making ‘use of student data’ a criterion for platform selection when negotiating contracts or informing students about data use when allowing them to choose among platform options.
  • Being aware of and complying with federal and state regulations regarding student data use and privacy. 
  • Maintaining agreements with platform providers, including what happens to ePortfolio data if a company goes out of business.
  • Consulting data experts as needed.
  • Being aware of and complying with global, federal, and state regulations regarding student data use and privacy, such as the General Data Protection Regulations (GDPR) and other applicable privacy standards, as required.

  Scenarios:

  Scenario #1:

  You are an undergraduate student. At the start of your studies, you are introduced to the idea of keeping a portfolio to document your learning and progress towards your institution’s graduate requirements. Your institution proposes a platform to use for this purpose.
  
  The Academic Technologies staff member who introduces the platform to all first-year students explains how to use this platform as well as how you can keep your reflections and content private unless you want to share them with specific people. 
  
  Before you can use the platform, you are asked to review its Terms and Conditions as well as the Privacy Policy as found in the End User License Agreement (EULA). Unlike with other online sites, you actually read through them in the introductory session and ask the staff member any questions where you do not understand the legal language. You learn where your data is stored, who has access to it, who owns the rights on the content, whether there is any advertisement, and how content on the site is used.
  
  Since you have read some articles about multinational corporations using data generated by the people creating content on their platforms, you check with the Academic Technologies staff member whether that’s also the case with the portfolio tool that your institution selected. You are assured by them that your data is not stored or used by a company to profit and that private data is private and can only be accessed by you until you decide to make it available to teaching staff, fellow students, or others. They outline why a data analytics tool is used and what sort of information is gathered in reports. Using Request Map Generator, you check which other sites the portfolio tool connects to and ask Academic Technologies if you have any concerns.

  Scenario #2:

  You are an educator. To promote digital ethical awareness in licensing agreements, you have asked your students to review the ePortfolio provider’s EULA and identify parts of the licensing agreement that will affect their user privacy. 
  
  They are happy to see that they can opt out of user data collection and can request the company disclose any personal data collected through their use of the platform. However, there is no visible process for opting out of collection, and users must contact the Data Protection Office to negotiate the opting out process. Students can also remove much of their personal data from the platform server when they delete their account, but the company does not disclose what types of personal data they permanently retain. 
  
  As a class, you decide to contact the platform provider to get answers to these questions because the portfolio program office at your institution does not yet have answers for these. You will take the information that you learn through your correspondence and create an opting out resource for other students at your institution in collaboration with the portfolio program office. The  institutional stakeholders are now aware of the ambiguity in the EULA and will take further steps with the platform provider to clear these up as part of the contract review. 

  Scenario #3:

  You are an educator. In selecting ePortfolio platform providers, your institution has made data collection a priority. This gives you relief. However, when you are developing ePortfolios with your students, you see that some features of the ePortfolio platform ask students to use other tools. For instance, to embed a video on their ePortfolio page, students are prompted to upload the media to YouTube and then use a plugin to embed that video onto their page.
  
  When you look into YouTube’s EULA, you find it is very different from the platform provider’s EULA. Importantly, it collects user data and users have to alter their YouTube privacy settings to opt out of some forms of data collection. You are confused: are your students protected by the ePortfolio platform’s EULA, or are they subject to YouTube’s EULA because they are using this tool within the platform?
  
  You reach out to your institutional technology resources for clarification and create a short resource for students that explains use of tools within another platform and how that can affect their privacy and data security. 

  Scenario #4:

  You are the Director of a global online learning program that has recently decided to add an ePortfolio requirement. In researching digital ethics in the globalized world, you come across the General Data Protection Regulations (GDPR). The GDPR document guides data regulations across the European Union (EU), and you believe there is a high probability that students from the EU will be enrolling in your program. 
  
  You schedule a meeting with your Provost, Director of Institutional Technology, and legal office to determine (1) the standards and methods the university currently uses to collect student data, and (2) the legal commitment your global online learning program has to meet when international students are enrolled. In collaboration with the legal office, you begin drafting data collection protocols for the ePortfolio requirement based on the appropriate privacy standards your program must meet. 

  Resources:

  1. 1. Charlesworth, A. & Grant, A. (n.d.). ePortfolio and the law: What your organisation should know. University of Bristol Center for IT and Law. http://www.bristol.ac.uk/media-library/sites/law/migrated/documents/kptutguid.pdf 
     2. Complete Guide to GDPR. (2020). Proton Technologies AG. https://gdpr.eu/  
     3. Department for Education (U.K.).(2018, Aug.). Data protection: A toolkit for schools, open beta version 1.0.  
     4. European Commission. (2018, Nov. 14). Ethics and data protection. https://ec.europa.eu/info/sites/info/files/5._h2020_ethics_and_data_protection_0.pdf
     5. Future of Privacy Forum. (n.d.). Retrieved January 11, 2020, from https://fpf.org
     6. General Data Protection Regulations (GDPR). (2018, May 25). Information Commissioner’s Office. https://gdpr-info.eu/
     7. Harris, K. D. (2016). Ready for school: Recommendations for the ed tech industry to protect the privacy of student data. California Department of Justice. 
     8. Hearne, S. (n.d.). Request map generator. 
     9. Privacy Technical Assistance Center. (2014). Protecting student privacy while using online educational services. U.S. Department of Education. 
     10. Vejmelka, L., Katulic, T., Jurić, M. & Lakatoš, i.M. (2020). Application of the General Data Protection Regulation in schools: A qualitative study with teachers, professional associates and principals, 43rd International Convention on Information, Communication and Electronic Technology (MIPRO), Opatija, Croatia, pp. 1463-1469, doi:10.23919/MIPRO48935.2020.9245209. 
     11. Weebly. (2020). GDPR FAQ. Weebly Support. https://www.weebly.com/app/help/us/en/topics/gdpr-faq 
     12. Wix. (n.d.). Preparing your Wix site for GDPR. https://support.wix.com/en/article/preparing-your-wix-site-for-the-gdpr 
     13. WordPress. (2018, May 8). The ultimate guide to WordPress and GDPR compliance--everything you need to know. https://www.wpbeginner.com/beginners-guide/the-ultimate-guide-to-wordpress-and-gdpr-compliance-everything-you-need-to-know/

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• 1 2021-06-22T13:42:05-07:00 Cross-Platform Compatibility 7 ePortfolio creators should be able to make and view ePortfolios across any device, browser, and operating system with equitable ease of use across devices. plain 1092060 2022-01-30T23:59:29-08:00 ePortfolio creators should be able to make and view ePortfolios across any device, browser, and operating system with equitable ease of use across devices.
  
  ABSTRACT: ePortfolio platforms should operate across devices and operating systems from both the creator and viewer perspective. ePortfolio creators should have the technical knowledge to create ePortfolios that are readable across devices.

  Strategies for applying this principle include...

  • Considering how all aspects of ePortfolio use function across platforms and mobile operating systems, including uploading, viewing, listening, downloading, embedding, and sharing.
  • Considering ease of use and whether the student will use an application or a web browser to access their ePortfolio on a mobile device.
  • Providing students with the technical support that they need to use the ePortfolio platform across devices. 
  • Questioning whether or not other users, such as employers, would need to download an application to review or interact with the ePortfolio.

  Scenarios:

  Scenario #1:

  You are a recent graduate on the job market and choose to include your ePortfolio link on your resume. You designed your ePortfolio to be viewed on a desktop computer but now imagine that your professional audience will be viewing the site on their mobile devices. You reach out to your former educator to see how you can begin revising the ePortfolio to be effective across platforms. 
  
  Your educator sends you to a support page on the platform provider’s website that walks you through design tips for tablet and smartphone viewing and shows you how you can preview the design on different screen sizes. You redesign your ePortfolio with these tips in mind. Then, you reach out to friends and ask them to practice viewing the site on their phones and tablets so that you can troubleshoot any additional errors. When you are sure that the design is functional and professional looking, you distribute the link to potential employers. 

  Scenario #2:

  You are an educator who has asked your students to complete an ePortfolio as part of a capstone course. Students have already selected artifacts from their learning and co-curricular experiences to include in the ePortfolio but have not yet begun creating and filling the actual site. You distribute a survey to students to identify how comfortable they are using digital devices, if they have used the ePortfolio platform before, and how familiar they are with ePortfolios as a genre. You discover that while students use digital devices often for social media, few have created a website and none know what an ePortfolio is. On the first day exploring the platform, you observe students struggling to make minimal changes to the premade template. 
  
  You need to provide students with additional support in how to use the ePortfolio platform: (1) explicitly support the technical knowledge needed in the ePortfolio creation process in the course; (2) put students in contact with institutional, local, or public experts; (3) create classroom spaces for students to share peer knowledge and ask each other questions across a learning community. You should also discuss students’ unfamiliarity with ePortfolios with the program administrator and/or staff member to see how students can learn about ePortfolios before entering the capstone course.

  Scenario #3:

  You are an educator at a small, private college where the administration already has a contract with a particular ePortfolio platform. However, the platform can only be used in a limited capacity on a mobile device. Administration was not aware of this during the contract negotiation phase and now the contract is in place and binding. The small institution did not budget for an additional ePortfolio platform, and you must decide how to proceed. You can use the current platform and have students with iOS devices use the campus computers to access and edit their ePortfolios, or you can search for a different, free platform that is equally accessible across devices.
  
  The portfolio program office updates its catalogue of portfolio criteria and includes the support of popular mobile device platforms so that they are not forgotten when a review of the current platform is conducted and other platforms are considered.

  Resources:

  1. 1. Bose, D., & Pakala, K. (2015). Use of mobile learning strategies and devices for e-portfolio content creation in an engineering thermodynamics and fluid mechanics classes: Student perceptions. 2015 ASEE Annual Conference and Exposition, 1–26. http://dx.doi.org/10.18260/p.24978
     2. Chen, B., & deNoyelles, A. (2013). Exploring students’ mobile learning practices in higher education. EDUCAUSE Review. 
     3. Siegfried, B. (2011). Enhanced student technology support with cross-platform mobile apps. Proceedings of the 39th Annual ACM SIGUCCS Conference on User Services, 31–34. https://doi.org/10.1145/2070364.2070373

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• 1 2021-06-22T13:42:05-07:00 Accessibility 7 All ePortfolio platforms and pedagogy should be thoroughly vetted for accessibility according to the standards identified by one’s culture, government, or profession. plain 1006879 2022-01-30T23:56:25-08:00
  All ePortfolio platforms and pedagogy should be thoroughly vetted for accessibility according to the standards identified by one’s culture, government, or profession. 
  
  ABSTRACT: ePortfolio platforms should be accessible to diverse creators as well as diverse audiences. Stakeholders should test platforms for accessibility, and educators and students should be educated about accessible content creation.

  Strategies for applying this principle include...

  • Recognizing that technologies are not always designed with all students in mind, and accessible platforms benefit all users.
  • Recognizing that it isn’t enough to rely upon a particular software company’s assertions regarding accessibility. Decision-makers and other stakeholders should test accessibility prior to purchase or deployment of any ePortfolio platform. This can be done in cooperation with institutional partners, e.g. the Office of Inclusion and Disability (or similar) and affected students and staff.
  • Including training so that educators, administrators, and staff understand accessibility standards when selecting ePortfolio tools and creating content.
  • Preparing students to practice accessible design for diverse ePortfolio viewers.
  • Meeting legal and ethical accessibility standards, such as the Web Content Accessibility Guidelines (WCAG), Convention on the Rights of Persons with Disabilities (CPRD), and the Americans with Disabilities Act (ADA), among others, depending on your local context.

  Scenarios: 

  Scenario #1:

  You are a student participating in an internship as part of your work-integrated learning requirement in your Hospitality Management program. Your position as sous-chef in your favorite restaurant in town gives you rich learning opportunities, and you want to document these experiences not just in text but also in multimedia content. Your internship mentor is okay with you taking photos and video of the kitchen and your work to share in your portfolio.
  
  During one of the introductory sessions to the ePortfolio work for your internship, you learned about creating accessible content so that people with differing abilities can read your portfolio and comment on it. Therefore, when you upload photos of the dishes you created, you provide appropriate alternative text descriptions that screen readers can access. When you use video to take viewers through the process of creating a dish or reflecting on a task, you make a transcript or summary available as text that you place next to the video. While this adds work to your portfolio creation process, it also helps you think about your audience, how your portfolio is viewed, and how you can express your ideas and reflections in an effective and concise manner.

  Scenario #2:

  You are an educator. Your institution is finalizing its ePortfolio choices. As a member of the selection committee, you are tasked with verifying that each platform is compliant with the accessibility standards adopted by your institution. In this role, you collaborate with any units that work with students with disabilities to involve them in testing, asking them to provide a representative for the team that makes decisions. 
  
  As part of the vetting process, you also ask the vendor for a Voluntary Product Accessibility Template (VPAT) that shows which accessibility accommodations they have created and which are on the roadmap. Furthermore, the committee hires student assistants working in a Disability Programs and Resource Center to take part in the testing process.
  
  This way, the committee strategically and intentionally assesses each platform in regards to accessibility. 

  Scenario #3:

  You are a program administrator and/or staff member. Your department has just started an undergraduate ePortfolio requirement. You have vetted potential platforms to ensure they fit your ePortfolio program’s purpose and are accessible to students across devices (including assistive technologies). You are now ready to introduce the requirement to educators and start adapting the curriculum.
  
  As you plan the professional development sessions that will roll-out this new requirement, you are careful to make space to share technical knowledge. You ensure that educators get to know the platform and how the platform can adjust for students with disabilities or different device preferences. You also talk to educators about accessible ePortfolio design. You include topics from the Web Accessibility Initiative WCAG2.1 resource, such as alternative text, meaningful sequence of content, and accessible design principles (non-text contrast, spacing, etc.). You have educators practice viewing example ePortfolios on multiple devices and with a screen reader. You then provide educators with local and online resources. You plan to review platform accessibility in your ePortfolio professional development workshop each year. 

  Resources:

  1. 1. Giorgini, F. (2010). An interoperable ePortfolio tool for all. In M. Wolpers, P. A. Kirschner, M. Scheffel, S. Lindstaedt, & V. Dimitrova (Eds.), Sustaining TEL: From innovation to learning and practice (pp. 500–505). Springer. https://doi.org/10.1007/978-3-642-16020-2_44
     2. Lee, H., & Templeton, R. (2008). Ensuring equal access to technology: Providing assistive technology for students with disabilities. Theory Into Practice, 47(3), 212–219.
     3. Oswal, S. K. (2013). Accessible ePortfolios for visually-impaired users: Interfaces, designs, and infrastructures. In K. V. Wills & R. Rice (Eds.), ePortfolio performance support Systems: Constructing, presenting, and assessing portfolios (pp. 135–153). WAC Clearinghouse. 
     4. Seymour ∗, W., & Lupton, D. (2004). Holding the line online: Exploring wired relationships for people with disabilities. Disability & Society, 19(4), 291–305. https://doi.org/10.1080/09687590410001689421
     5. W3C. (n.d.). Web Content Accessibility Guidelines (WCAG) 2.1.

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• 1 2021-06-22T13:42:07-07:00 Privacy 6 ePortfolio creators should have ultimate control over public access to their portfolios and the ability to change the privacy settings at any time. plain 1092039 2022-01-30T23:58:21-08:00
  ePortfolio creators should have ultimate control over public access to their portfolios and the ability to change the privacy settings at any time.
  
  ABSTRACT: Students should be able to alter and explain their privacy and sharing settings as owners of their ePortfolios. Administrators, educators, and staff must be prepared to have these conversations with students.

  Strategies for applying this principle include...

  • Becoming familiar with all privacy settings available in the ePortfolio system, such as the ability to make an ePortfolio password-protected or “shareable” but not public. 
  • Prioritizing tools that optimize customization of permissions and permit page-level permissions.
  • Acknowledging that how ePortfolio platforms interact with third parties can challenge students’ right to privacy. 
  • Preparing educators, administrators, staff, and students to understand the ways in which student privacy might be challenged via data mining, tracking, etc.
  • Balancing the ePortfolio creator’s right to privacy and the efficacy of the ePortfolio program’s sharing capabilities.

  
  Scenarios:

  Scenario #1:

  When you are a first-year student, you are asked to provide a personal memoir in a public-facing ePortfolio in your composition course. You offer a narrative that is personally significant but has coming-of-age elements. Later, when you apply for a position as a high school educator, you realize that this story may no longer reflect the identity you would like to project online. You remove the public access from your portfolio, as the course for which you created it is long over. You do not delete it though, as you want to keep it as a record of your learning. When navigating the process of removing public permissions from your site, you have access to institutional resources that offer guidance. After you follow the directions in these resources, online search for content from this portfolio does not bring up any results. 
  
  To sustain a digital presence--but one that better aligns with your current professional identity--you create a second portfolio that includes learning evidence and reflections from your studies that are appropriate to share in your portfolio for employability purposes. You limit the access to that portfolio to your potential employers by providing them with an access token or password, depending on the options your ePortfolio platform provides.

  Scenario #2:

  You are a student. You have a portfolio component in a number of your courses this term. Depending on your class, you are asked to create different types of portfolios. In one class, you create a portfolio for assessment purposes, in your internship requirement you create a developmental portfolio, and for your writing class, you create a showcase portfolio that you can share with future employers.
  
  For each different portfolio purpose, you can define the audience who shall have access to it, as not everything can be shared publicly. Your internship mentor, for example, does not want any confidential data to be made public and only allows you to include images if the portfolio is shared only with your internship advisor at your institution. In contrast, your showcase portfolio is going to be public, allowing you to share it widely with future employers. You are conscious of only including multimedia content and reflections that follow your institution’s copyright guidelines and agreed on terms with people that appear in that content. You want to feature an experience you have working in a biology lab in this showcase portfolio. When talking about experiences you have working in the lab, you also do not publish confidential data but rather focus on the transferrable skills that this experience has taught you.

  Scenario #3:

  You are a student. You are developing an ePortfolio for your capstone course and have been asked to publish your in-process site so that you can participate in a peer review activity. You know that the site is not ready for public access, but you also know that you need to publish it so that your peer can review the site. 
  
  Your educator has given you options for how to share your site with your peer: you can publicly publish the site so that it is searchable to outside audiences, you can publish the site but keep the link unsearchable, or you can password-protect the site and give your peer the password so that they alone can access the site. In reflecting on your needs for the peer review, you decide to password-protect the site and share this password with your peer. Later, when you are ready for your educator to view the finished site, you will reflect on these privacy options again and decide on the best option for maintaining your preferred level of privacy. 

  Resources

  1. 1. Brown Wilson, C., Slade, C., Kirby, M. M., Downer, T., Fisher, M. B., & Nuessler, S. (2018). Digital ethics and the use of ePortfolio: A scoping review of the literature. International Journal of EPortfolio, 8(2), 115–125.
     2. Hocutt, D., & Brown, M. (2018). Globalizing the composition classroom with Google Apps for Education. In R. Rice & K. St. Amant (Eds.), Thinking globally, composing locally: Rethinking online writing in the age of the global internet (pp. 320–339). University Press of Colorado.
     3. Klein, L. F. (2013). The Social ePortfolio: Integrating social media and models of learning in academic ePortfolios. In K. V. Wills & R. Rice (Eds.), ePortfolio performance support systems: Constructing, presenting, and assessing portfolios (pp. 57–74). WAC Clearinghouse. 

  You can view these and other references connected to this topic in our library, and export them to your own reference manager.

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• 1 2021-06-22T13:42:07-07:00 Respect Author Rights and Re-use Permissions 5 ePortfolio creators should understand and respect author rights, best practices for re-use, and representation. plain 1006880 2022-01-30T23:44:41-08:00
  ePortfolio creators should understand and respect author rights, best practices for re-use, and representation.  
  
  ABSTRACT: Because ePortfolios ask creators to re-use text and media, they need a working knowledge of plagiarism, copyright, fair use, and licensing. Students should be ethical owners of their ePortfolios and engage in conversations about how to responsibly move artifacts into ePortfolios, particularly when artifacts represent professional or collaborative experiences or involve the representation of others. 

  Strategies for applying this principle include…

  • Advocating for student ownership of ePortfolios and ePortfolio portability post-graduation.
  • Ensuring ePortfolio creators are aware of how the ePortfolio will be used by an institution or employer (e.g., for institutional assessment), and obtaining consent from students for this re-use.
  • Distinguishing among concepts related to plagiarism, attribution, citation, copyright, fair use, and licensing.
  • Demonstrating how to attribute sources according to disciplinary, professional, institutional, and cultural standards, as well as genre conventions, to avoid accusations of plagiarism.
  • Identifying situations in which ePortfolio creators can argue fair use within their institution/culture.
  • Becoming familiar with various licensing agreements regarding re-use of resources, and knowing how to apply an appropriate Creative Commons license to an ePortfolio to guide its re-use.
  • Being thoughtful in how to represent others’ identities and ideas, including the use of photos, collaborative projects, and work authored and owned by others. This includes sharing artifacts that disclose others’ personal information only when you have the legal right and personal permission to do so.
  • Considering how representing others in an ePortfolio can be shaped by social and cultural biases, and being rhetorically thoughtful in selecting and contextualizing artifacts. 
  • Asking professional organizations about using work completed in internships, employment, and work-for-hire before featuring these artifacts in an ePortfolio in case information is proprietary or protected. When negotiating these professional relationships, you should ask about featuring the work you are doing in your professional ePortfolio.
  • Providing specific information for students and educators who work with protected and/or vulnerable groups, such as children, patients, clients, etc., and who may include information about this work in their ePortfolios.

  Scenarios: 

  Scenario #1:

  You are a student who is excited to design your ePortfolio. You decide to include artwork from your favorite street artist alongside your bio on the homepage. While the artwork does not have a re-use license at the bottom, you decide to use it anyway. You attribute each piece of art individually at the bottom of the page in APA format with a link to the artist’s website. However, when you show your ePortfolio to your educator, you are accused of breaking copyright law. 
  
  You are confused—there’s a full citation at the bottom of the page. While much of your academic career has prepared you to navigate attribution and citation, very little time has been spent on copyright. Your educator asks you to reconsider the homepage design. Specifically, they ask you to reflect on the following questions: is the artwork used in such a way that you can argue fair use? Should you replace this artwork with artwork from the public domain or artwork with clearer re-use licensing? What are the potential risks if you keep the page’s design as-is?
  
  After concluding that this artwork is protected by copyright and you are not using it in a way that suggests fair use, you redesign the page to include an open-access work instead. You still clearly attribute this work to its creator but know that you have permission to re-use it on your personal ePortfolio.

  Scenario #2:

  You are an undergraduate student in their senior year. You are creating an ePortfolio as you apply for elementary teaching positions. You plan to discuss your student teaching experience in a first grade classroom, specifically a lesson that you co-designed with the supervising educator. When including details about the lesson, you want to be clear about the role that you played while giving credit to the supervising educator. Additionally, you share how you will write about this experience with the educator and get her approval of how you represented her work on the project. 
  
  As you start building this page in your ePortfolio, you realize that you would like to include photos of you teaching the lesson. You are worried about including images of young children without guardian permission, but you also know your audience will be engaged by seeing photos of you teaching. Instead of showing students’ faces, you focus on images where the educator is the only identifiable face (e.g., the students are faced toward the front of the room) or blur student faces and include a caption with the photo that explains why you made this ethical consideration.

  Scenario #3:

  You are an undergraduate in your senior year specializing in early industrial design. You are developing an ePortfolio as part of your senior capstone project. You plan to also use this ePortfolio in the job market. As artifacts, you include your sample designs across a range of project contexts and your theory of industrial design. 
  
  While you want your employers to be able to view your work and ability, you also want to make sure they know which material is re-usable and which parts of your portfolio are not. In one of your classes, your educator discussed copyright and the use of Creative Commons licenses, and you understand their benefits. You add an appropriate Creative Commons license to your pages indicating to anyone who views your portfolio what material can be reused. You clearly state that all other parts of your portfolio remain under copyright.

  Scenario #4:

  You are an educator of an online course. You asked your students to make a public-facing ePortfolio to reflect on and connect their curricular experiences with extra-curricular experiences. One student is struggling with several components. They recently completed an internship, where they helped assess the health of chickens. They want to connect this experience to their pre-vet coursework in hopes that veterinary school application boards will see their passion for animal care.  However, without explicit instruction on ePortfolio literacy, they run into several problems: first, when they share a draft of the site with a former supervisor, they are told that they cannot share photos that show the chickens or their care from the company because their methods for chicken care are proprietary. Second, they have included several copyrighted materials, including a journal article that they completed a reading response to and a photo from a veterinary practice’s website. 
  
  Ultimately, while they have been asked to complete an ePortfolio, they are lacking the knowledge and support needed to create an ethical and accessible ePortfolio. As their educator, you can help your students avoid these frustrating issues. First, use low stakes activities to research professional standards for sharing and representation in their disciplinary, professional, and national communities. Second, provide them with knowledge of copyright and open access resources to use when selecting decorative images to include.
  
  For additional scenarios on this principle, see Slade et al. (2018).

  Resources:

  1. 1. Association of College and Research Libraries. (2015). Framework for information literacy for higher education. Association of College and Research Libraries. 
     2. Association of Research Libraries, Center for Social Media at American University School of Communication, & Program on Information Justice and Intellectual Property at American University Washington College of Law. (2012). Code of best practices in fair use for academic and research libraries. Association of Research Libraries. 
     3. Benson, S. R. (Ed.). (2019). Copyright conversations: Rights literacy in a digital world. ALA Editions.
     4. Brewer, M., & ALA Office for Information Technology Policy. (2008). Fair use evaluator. 
     5. Center for Media and Social Impact. (2020). Fair use, free speech & intellectual property. 
     6. Creative Commons. (n.d.a). About the licenses. 
     7. Creative Commons. (n.d.b). Share your work.  
     8. Crews, K. D., & Buttler, D. K. (2008). Fair use checklist. Columbia University Libraries. 
     9. Hobbs, R. (2010). Copyright clarity: How fair use supports digital learning. Corwin Press. https://doi.org/10.4135/9781452219530
     10. James Cook University. (n.d.). EPortfolios & copyright. 
     11. Keener, M. (2015). Contextualizing copyright: Fostering students’ understanding of their rights and responsibilities as content creators. Virginia Libraries, 61(1). https://doi.org/10.21061/valib.v61i1.1328
     12. National Council of Teachers of English. (2018, October 25). Code of best practices in fair use for media literacy education. 
     13. Poole, P., Brown, M., McNamara, G., O’Hara, J., O’Brien, S., & Burns, D. (2018). Challenges and supports towards the integration of ePortfolios in education. Lessons to be learned from Ireland. Heliyon, 4(11). https://doi.org/10.1016/j.heliyon.2018.e00899
     14. Rife, M. C., Slattery, S., & DeVoss, D. N. (Eds.). (2011). Copy(write): Intellectual property in the writing classroom. WAC Clearinghouse. 
     15. Stanford University Libraries. (n.d.). Copyright and fair use. 
     16. The University of Queensland. (n.d.). Digital essentials. Library. 
     17. The University of Queensland. (2019). ePortfolio for students: Develop a showcase portfolio. The University of Queensland. 
     18. Thiede, M. (2018). The basics of copyright and fair use. 
     19. Thiede, M., & Zerkee, J. (2019). An active learning approach to teaching copyright essentials. In S. R. Benson (Ed.), Copyright conversations: Rights literacy in a digital world (pp. 141–158). ALA Editions.
     20. World Intellectual Property Organization. (2004). WIPO Intellectual Property Handbook. WIPO. 

  You can view these and other references connected to this topic in our library, and export them to your own reference manager.

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• 1 2021-06-22T13:42:07-07:00 Content Storage 5 ePortfolio creators should know where their content is stored, who has access, and how to remove it. plain 1092022 2022-01-30T23:59:08-08:00
  ePortfolio creators should know where their content is stored, who has access, and how to remove it. 
  
  ABSTRACT: Before working in an ePortfolio platform, students, educators, administrators, and staff should review the Privacy Policy and Terms and Conditions with particular attention to how the platform will collect, store, and use data and if students can opt out of data collection or remove their data. Providers should communicate these details in clear and accessible language. 

  Strategies for applying this principle include…

  • Reviewing the Terms and Conditions and Privacy Policy (and other relevant documents) of the ePortfolio site and seeking counsel, e.g. at your institution, if you are not clear whether the site is safe or appropriate to use. 
  • Identifying how the provider will collect and use your personal data, whether you can opt out of data collection, and how you can remove your data before creating an account on the ePortfolio-making platform and adding content.
  • Recognizing that deleting your account does not mean your user data will be removed from data repositories unless the end user license agreement says this.
  • Considering how complex, time consuming, or costly the portfolio transfer process is, if there is one. 
  • Informing students on how the institution, vendors, and/or website hosting system may preserve or share their ePortfolio information with other parties, systems, or entities.
  • Sharing guidelines on data ownership, storage, and sharing in clear and accessible end user license agreements.
  • Keeping data with integrity and confidentiality by conforming to relevant data security standards as set out by your institution.
  • Being accountable for data collection by designing data protocols for collection, maintenance, storage, and use of data.
  • Ensuring that data collection methods meet global legal and ethical standards, such as the Federal Educational Rights and Privacy Act, General Data Protection Regulations, among others.

  Scenarios:

  Scenario #1:

  You are an undergraduate senior. You are required to develop an ePortfolio of your experiences and reflections over the duration of your final capstone course. As part of the assessment task, you are able to use the web portfolio platform of your choice. Your institution provides you with a list of possible options and outlines the benefits of using each one. However, you are concerned about how each platform may use your information once it is uploaded because recently you have seen advertisements pop up on your phone based on your previous web searches.
  When you mention your concerns to classmates, they also share their concerns about the security of their information once it is “in the cloud.” As a result, the group asks the educator if they can investigate licensing agreements for the popular platforms and add relevant information to the existing resource as a class activity. 
  
  Your educator is excited to hear you are interested in learning more about the platforms and creates an activity where you work through end user license agreements in groups to identify how platforms use, store, and manage user data. After this activity, you are in a better position to decide which platform you want to use based on the best benefits and the least amount of acceptable compromises you are willing to make.

  Scenario #2:

  You are a graduate student. You have spent several semesters perfecting your ePortfolio on the university’s proprietary platform. You assume that upon graduation you will be able to transfer your content to a new platform that is accessible to potential employers. However, when you ask about the transfer process, you find out that it is virtually non-existent. 
  
  You are allowed to download your content onto a thumb drive and take it with you, but the university does not assist with the process after that point. You have never used another platform, and the university only provides support and instruction on its own platform. 
  
  The institution should ensure that students are able to maintain their ePortfolio beyond the constraints of the institutional platform, while providing instruction on how to transfer the content to a new platform. When students are using a platform where transfer is impossible, that should be explained initially, and another entity, such as a career center, should be available to help students create a public-facing resource. Alternatively, the institution can make the platform available to its graduates to continue creating portfolios.  

  Scenario #3:

  You are the ePortfolio Program Director and decided on the purchase of a particular ePortfolio platform that is the primary platform for your institution. You receive an email from your ePortfolio provider stating that the end user licensing agreement (EULA) will change in three months, the negotiated notice period for your institution. In preparing your response, you want to consider any changes to student data collection and storage. When you negotiated the contract with this provider, you were clear about your institution’s policies regarding student data collection and storage and required that the provider notify you via email of any changes and give you the right to terminate the contract if changes violated the institutional policy. 
  
  You saved a copy of the old EULA and can now compare it to the new EULA with your institution’s legal counsel. After comparing versions of the EULA, you seek clarification on these changes from the platform representative in preparation to communicate these updates to stakeholders and students. Once your institution is satisfied to continue with the platform under the new EULA, students are presented with the changes directly in the platform and asked to review them. 

  Scenario #4:

  You are a program administrator and/or staff member who has been asked by your institution to start a campus-wide ePortfolio initiative as part of its Quality Enhancement Plan. There is nobody at your institution who regularly vets technologies intended for teaching and learning, and you have limited knowledge of ePortfolios and suitable platforms in general. When you gather a committee to consider different ePortfolio technologies, you make a list of priorities: students’ ability to edit and share their ePortfolios both as students and after they leave the institution, universal design practices for creators and viewers, privacy capabilities for authors, and minimal direct cost to students. However, the committee soon realizes it has thought very little about use of student data, which is a big concern. 
  
  As a committee, you develop a series of criteria related to student data and privacy and their acceptable options. These criteria will help eliminate some potential ePortfolio platforms. These questions include the following:
  • Does the platform collect identifiable or de-identified personal information? 
  • Where is data stored, and how is this data protected? 
  • Does the platform sell this data to third parties? 
  • Is user data collected/used/shared for non-authorized purposes?
  • Can the user remove their data, and what is the process by which they do that?
  • How does the platform inform users of changes to their EULA? 
  • Are vendors held to equitable standards for privacy and data collection/storage?
  If students choose their own platforms for ePortfolio creation, you provide resources that inform them about potential platforms and how each platform collects, uses, and stores user data.

  Resources:

  1. 1. Alim, F., Cardozo, N., Gebhart, G., Gullo, K., & Kalia, A. (2017). Spying on students: School-issued devices and student privacy (p. 49). Electronic Frontier Foundation. 
     2. Complete Guide to GDPR. (2020). Proton Technologies AG. https://gdpr.eu/ 
     3. Consortium for School Networking. (2014). Protecting privacy in connected learning toolkit. Consortium for School Networking. 
     4. Cowper, C., & Crompton, M. (2010). VET E-portfolio privacy impact assessment research report. Australian Flexible Learning Framework.
     5. Datig, I., & Russell, B. (2014). Instructing college students on the ethics of information use at the reference desk: A guide and literature review. The Reference Librarian, 55(3), 234–246. https://doi.org/10.1080/02763877.2014.912458
     6. Department for Education (U.K.).(2018, Aug.). Data protection: A toolkit for schools, open beta version 1.0.  
     7. Drachsler, H., & Greller, W. (2016). Privacy and analytics: It’s a DELICATE issue a checklist for trusted learning analytics. Proceedings of the Sixth International Conference on Learning Analytics & Knowledge, 89–98. https://doi.org/10.1145/2883851.2883893
     8. Future of Privacy Forum, & The Software and Information Industry Association. (2015). K-12 school service provider pledge to safeguard student privacy.
     9. Harris, K. D. (2016). Ready for school: Recommendations for the ed tech industry to protect the privacy of student data. California Department of Justice. 
     10. Hearne, S. (n.d.). Request map generator. 
     11. Ivanova, M., Marín, V. I., Tur, G., & Buchem, I. (2019). Towards privacy issues in personal learning environments: A conceptual model of PLE privacy. European Journal of Open, Distance and E-Learning, 22(1). 
     12. Kimball, M. (2005). Database e-portfolio systems: A critical appraisal. Computers and Composition, 22(4), 434-458.
     13. Luera, G., Brunvand, S., & Marra, T. (2016). Challenges and rewards of implementing ePortfolios through a bottom-up approach. International Journal of EPortfolio, 6(2), 127–137.
     14. Lynch, M. (2018, May 21). Ask these 9 questions to determine if your education vendor takes data privacy seriously. The Tech Edvocate. https://www.thetechedvocate.org/ask-these-9-questions-to-determine-if-your-education-vendor-takes-data-privacy-seriously/
     15. Mackrill, D., & Taylor, S. (2008). FlashPort – The next generation in e-portfolios? The use of portable applications as e-portfolio tools in teacher education. Journal of Systemics, Cybernetics and Informatics, 6(6), 80–85.
     16. National Conference of State Legislatures. (2018, October 26). Student data privacy. https://www.ncsl.org/research/education/student-data-privacy.aspx
     17. Newitz, A. (2005, February 17). Dangerous terms: A user’s guide to EULAs. Electronic Frontier Foundation. 
     18. Poole, P., Brown, M., McNamara, G., O’Hara, J., O’Brien, S., & Burns, D. (2018). Challenges and supports towards the integration of ePortfolios in education. Lessons to be learned from Ireland. Heliyon, 4(11). https://doi.org/10.1016/j.heliyon.2018.e00899
     19. Privacy Technical Assistance Center. (2016). Protecting student privacy while using online educational services: Model terms of service. U.S. Department of Education. 
     20. Refaei, B., & Benander, R. (2019). Affordable technology solutions. Research in Online Literacy Education, 2(1). 
     21. Sherpa, FERPA. (2020). The student privacy resource center. 
     22. Slade, C., Murfin, K., & Readman, K. (2013). Evaluating processes and platforms for potential ePortfolio use: The role of the middle agent. International Journal of EPortfolio, 3(2), 177–188.
     23. Wuetherick, B., & Dickinson, J. (2015). Why ePortfolios? Student perceptions of ePortfolio use in  continuing education learning environments. International Journal of EPortfolio, 5(1), 39–53.

  You can view these and other references connected to this topic in our library, and export them to your own reference manager.

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• 1 2021-06-22T13:42:06-07:00 Glossary of Key Terms 4 plain 2021-07-21T10:31:40-07:00

  Glossary of Key Terms

  
  
   

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• 1 2021-06-22T13:42:06-07:00 Full List of Resources 2 plain 2022-01-31T00:00:37-08:00

  You can view all references and more in our library and export them to your own reference manager.

  1. 1. Alim, F., Cardozo, N., Gebhart, G., Gullo, K., & Kalia, A. (2017). Spying on students: School-issued devices and student privacy (p. 49). Electronic Frontier Foundation. 
     2. Association of College and Research Libraries. (2015). Framework for information literacy for higher education. Association of College and Research Libraries. 
     3. Association of Research Libraries, Center for Social Media at American University School of Communication, & Program on Information Justice and Intellectual Property at American University Washington College of Law. (2012). Code of best practices in fair use for academic and research libraries. Association of Research Libraries. 
     4. Auburn University, Office of University Writing. (n.d.). EPortfolio project: Technology. 
     5. Benson, S. R. (Ed.). (2019). Copyright conversations: Rights literacy in a digital world. ALA Editions.
     6. Bose, D., & Pakala, K. (2015). Use of mobile learning strategies and devices for e-portfolio content creation in an engineering thermodynamics and fluid mechanics classes: Student perceptions. 2015 ASEE Annual Conference and Exposition, 1–26. http://dx.doi.org/10.18260/p.24978
     7. Brewer, M., & ALA Office for Information Technology Policy. (2008). Fair use evaluator. 
     8. Brown Wilson, C., Slade, C., Kirby, M. M., Downer, T., Fisher, M. B., & Nuessler, S. (2018). Digital ethics and the use of ePortfolio: A scoping review of the literature. International Journal of EPortfolio, 8(2), 115–125.
     9. Cambridge, D. (2008). Audience, integrity, and the living document: EFolio Minnesota and lifelong and lifewide learning with ePortfolios. Computers & Education, 51(3), 1227–1246. https://doi.org/10.1016/j.compedu.2007.11.010
     10. CAST. (2019). About universal design for learning. 
     11. Center for Media and Social Impact. (2020). Fair use, free speech & intellectual property. 
     12. Center for Persons with Disabilities. (n.d.). Introduction to web accessibility. WebAIM. 
     13. Charlesworth, A., & Grant, A. (n.d.). 10 ePortfolios and the law: What you and your organisation should know. University of Bristol. 
     14. Chen, B., & deNoyelles, A. (2013). Exploring students’ mobile learning practices in higher education. EDUCAUSE Review. 
     15. Clark, J. E. (2010). The digital imperative: Making the case for a 21st-century pedagogy. Computers and Composition, 27(1), 27–35. https://doi.org/10.1016/j.compcom.2009.12.004
     16. Consortium for School Networking. (2014). Protecting privacy in connected learning toolkit. Consortium for School Networking. 
     17. Cowper, C., & Crompton, M. (2010). VET E-portfolio privacy impact assessment research report. Australian Flexible Learning Framework. 
     18. Creative Commons. (n.d.). About the licenses. 
     19. Creative Commons. (n.d.). Share your work. 
     20. Crews, K. D., & Buttler, D. K. (2008). Fair use checklist. Columbia University Libraries. 
     21. Datig, I., & Russell, B. (2014). Instructing college students on the ethics of information use at the reference desk: A guide and literature review. The Reference Librarian, 55(3), 234–246. https://doi.org/10.1080/02763877.2014.912458
     22. Drachsler, H., & Greller, W. (2016). Privacy and analytics: It’s a DELICATE issue a checklist for trusted learning analytics. Proceedings of the Sixth International Conference on Learning Analytics & Knowledge, 89–98. https://doi.org/10.1145/2883851.2883893
     23. Future of Privacy Forum. (n.d.). Retrieved January 11, 2020, from https://fpf.org
     24. Future of Privacy Forum, & The Software and Information Industry Association. (2015). K-12 school service provider pledge to safeguard student privacy. 
     25. Galanek, J. D., Gierdowski, D. C., & Brooks, D. C. (2018). ECAR study of undergraduate students and information technology, 2018 (p. 47) [Research report]. EDUCAUSE. 
     26. Gallagher, C. W., & Poklop, L. L. (2014). ePortfolios and audience: Teaching a critical twenty-first century skill. International Journal of EPortfolio, 4(1), 7–20.
     27. Gallagher, K., Magid, L., & Pruitt, K. (2019). The educator’s guide to student data privacy. ConnectSafely. 
     28. Giorgini, F. (2010). An interoperable ePortfolio tool for all. In M. Wolpers, P. A. Kirschner, M. Scheffel, S. Lindstaedt, & V. Dimitrova (Eds.), Sustaining TEL: From innovation to learning and practice (pp. 500–505). Springer. https://doi.org/10.1007/978-3-642-16020-2_44
     29. Hargittai, E., & Marwick, A. (2016). “What Can I Really Do?” Explaining the privacy paradox with online apathy. International Journal of Communication, 10, 3737–3757.
     30. Harris, K. D. (2016). Ready for school: Recommendations for the ed tech industry to protect the privacy of student data. California Department of Justice. 
     31. Hearne, S. (n.d.). Request map generator. 
     32. Henning, M. A., Hawken, S., MacDonald, J., McKimm, J., Brown, M., Moriarty, H., Gasquoine, S., Chan, K., Hilder, J., & Wilkinson, T. (2017). Exploring educational interventions to facilitate health professional students’ professionally safe online presence. Medical Teacher, 39(9), 959–966. https://doi.org/10.1080/0142159X.2017.1332363
     33. Hobbs, R. (2010). Copyright clarity: How fair use supports digital learning. Corwin Press. https://doi.org/10.4135/9781452219530
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  This document was created by the AAEEBL Digital Ethics Task Force: Amy Cicchino (Auburn University), Megan Haskins (Auburn University), Megan Crowley-Watson (Edward Waters College), Elaine Gray (Appalachian State University), Morgan Gresham (University of South Florida), Kristina Hoeppner (Catalyst, New Zealand), Kevin Kelly (San Francisco State University), Megan Mize (Old Dominion University), Christine Slade (University of Queensland), Heather Stuart (Auburn University), and Sarah Zurhellen (Appalachian State University)

  This work is licensed under CC BY-SA 4.0