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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, Scenario 3

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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.

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Promote Awareness The Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force
Contents of this path:

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Admin/Staff Scenarios The Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force
Contents of this tag:
1. Support, Scenario 3
2. Content Storage, 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.
3. Content Storage, Scenario 4
4. Promote Awareness, Scenario 4
5. Promote Awareness, Scenario 3
6. Accessibility, Scenario 3
7. Consent for Data Usage, Scenario 4
8. Evaluating ePortfolios, Scenario 1
Educator Scenarios The Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force
Contents of this tag:
1. Accessibility, 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.
2. Access to Technology, 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.
3. Access to Technology, Scenario 3
4. Respect Author Rights and Re-use Permissions, 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
5. Promote Awareness, Scenario 2
6. Consent for Data Usage, Scenario 2
7. Promote Awareness, Scenario 3
8. Consent for Data Usage, 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.
9. Practice, 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.
10. Cross-Platform Compatibility, 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
11. Cross-Platform Compatibility, Scenario 3
12. Evaluating ePortfolios, Scenario 3