AAEEBL Digital Ethics Principles v.2: version 2 Main Menu Principle Summaries and Table of Contents Review all thirteen principles' abstract summaries and navigate to different parts of the document. Introduction: How to Use This Document Support Institutions should provide appropriate support for students, educators, administrators, and staff who create ePortfolios. Promote Awareness Institutional administrators, staff, and educators are responsible for promoting awareness of digital ethics in ePortfolio making. Practice ePortfolio creators need opportunities to develop and practice the digital literacies necessary to create accessible and effective ePortfolios. 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. Diversity, Equity, Inclusion, Belonging, and Decolonization (DEIBD) Educators are aware of equity-related challenges and address learning needs related to each student’s identity, culture, and background as they create ePortfolios. Accessibility All ePortfolio platforms and pedagogy should be thoroughly vetted for accessibility according to the standards identified by one’s culture, government, or profession. Access to Technology Adequate access to technology must be available for all students, and ePortfolio software should be accessible with institutional devices. Respect Author Rights and Re-use Permissions ePortfolio creators should understand and respect author rights, best practices for re-use, and representation. Privacy ePortfolio creators should have ultimate control over public access to their portfolios and the ability to change the privacy settings at any time. Consent for Data Usage ePortfolio platform providers need consent to collect and store data from ePortfolio creators. Content Storage ePortfolio creators should know where their content is stored, who has access, and how to remove it. 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. 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. Glossary of Key Terms Full List of Resources AAEEBL Digital Ethics Task Force Membership Digital Ethics Task Force membership Task Force Scholarship The Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force

Promote Awareness, Resources

39292 Principle 3: Practice ePortfolio creators need opportunities to develop and practice the digital literacies necessary to create accessible and effective ePortfolios.
    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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