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AAEEBL Digital Ethics Principles v.2: version 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.

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.

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2. Access to Technology, 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.
3. 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.
4. Access to Technology, Scenario 3

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1. Cross-Platform Compatibility, Scenario 3
2. 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.
3. 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.
4. Access to Technology, Scenario 3
5. 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
6. Consent for Data Usage, Scenario 2
7. Promote Awareness, Scenario 2
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. Promote Awareness, Scenario 3
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. 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.
12. Evaluating ePortfolios, Scenario 3