AAEEBL Digital Ethics Principles v.2: version 2Main MenuPrinciple Summaries and Table of ContentsReview all thirteen principles' abstract summaries and navigate to different parts of the document.Introduction: How to Use This DocumentSupportInstitutions should provide appropriate support for students, educators, administrators, and staff who create ePortfolios.Promote AwarenessInstitutional administrators, staff, and educators are responsible for promoting awareness of digital ethics in ePortfolio making.PracticeePortfolio creators need opportunities to develop and practice the digital literacies necessary to create accessible and effective ePortfolios.Evaluating ePortfoliosePortfolio evaluation should consider process, inclusion, reflective practice, and alignment with the stated objectives of the context in which the ePortfolio was created.Diversity, Equity, Inclusion, Belonging, and Decolonization (DEIBD)Educators are aware of equity-related challenges and address learning needs related to each student’s identity, culture, and background as they create ePortfolios.AccessibilityAll ePortfolio platforms and pedagogy should be thoroughly vetted for accessibility according to the standards identified by one’s culture, government, or profession.Access to TechnologyAdequate access to technology must be available for all students, and ePortfolio software should be accessible with institutional devices.Respect Author Rights and Re-use PermissionsePortfolio creators should understand and respect author rights, best practices for re-use, and representation.Consent for Data UsageePortfolio platform providers need consent to collect and store data from ePortfolio creators.Content StorageePortfolio creators should know where their content is stored, who has access, and how to remove it.Cross-Platform CompatibilityePortfolio creators should be able to make and view ePortfolios across any device, browser, and operating system with equitable ease of use across devices.Visibility of LaborThe labor required by students, educators, and administrators to create, develop, implement, support, and evaluate ePortfolios should be visible, sustainable, compensated where appropriate, and counted toward evaluation and advancement.Glossary of Key TermsFull List of ResourcesAAEEBL Digital Ethics Task Force MembershipDigital Ethics Task Force membershipTask Force ScholarshipThe Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force0c52e4eae81410f7710876e68e8d2c429e9eb2c3The Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force
Privacy
12021-06-22T13:42:07-07:00The Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force0c52e4eae81410f7710876e68e8d2c429e9eb2c3392926ePortfolio creators should have ultimate control over public access to their portfolios and the ability to change the privacy settings at any time.plain10920392022-01-30T23:58:21-08:00The Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force0c52e4eae81410f7710876e68e8d2c429e9eb2c3 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
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.
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.
12021-06-22T13:42:07-07:00The Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force0c52e4eae81410f7710876e68e8d2c429e9eb2c3Principle Summaries and Table of ContentsThe Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force10Review all thirteen principles' abstract summaries and navigate to different parts of the document.plain10068852022-10-19T12:39:46-07:00The Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force0c52e4eae81410f7710876e68e8d2c429e9eb2c3
Contents of this path:
12021-06-22T13:42:09-07:00The Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force0c52e4eae81410f7710876e68e8d2c429e9eb2c3Strategies for Applying the Privacy Principle2ePortfolio creators should have ultimate control over public access to their portfolios and the ability to change the privacy settings at any time.plain2021-07-02T06:11:07-07:00The Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force0c52e4eae81410f7710876e68e8d2c429e9eb2c3
12021-06-22T13:42:09-07:00The Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force0c52e4eae81410f7710876e68e8d2c429e9eb2c3Privacy, Scenario 12When 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.plain2021-07-02T06:11:40-07:00The Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force0c52e4eae81410f7710876e68e8d2c429e9eb2c3
12021-06-22T13:42:09-07:00The Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force0c52e4eae81410f7710876e68e8d2c429e9eb2c3Privacy, Scenario 22You 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.plain2021-07-02T06:12:03-07:00The Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force0c52e4eae81410f7710876e68e8d2c429e9eb2c3
12021-06-22T13:42:09-07:00The Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force0c52e4eae81410f7710876e68e8d2c429e9eb2c3Privacy, Scenario 32You 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.plain2021-07-02T06:12:22-07:00The Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force0c52e4eae81410f7710876e68e8d2c429e9eb2c3
12021-06-22T13:42:09-07:00The Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force0c52e4eae81410f7710876e68e8d2c429e9eb2c3Privacy, Resources4ePortfolio creators should have ultimate control over public access to their portfolios and the ability to change the privacy settings at any time.plain2021-07-02T06:15:25-07:00The Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force0c52e4eae81410f7710876e68e8d2c429e9eb2c3
This page references:
12021-06-22T13:42:06-07:00Support8Institutions should provide appropriate support for students, educators, administrators, and staff who create ePortfolios.plain10920532022-01-30T23:36:19-08:00
12021-06-22T13:42:06-07:00AAEEBL Logo1The logo for the Association of Authentic, Experiential, and Evidence-Based Learning.plain2021-06-22T13:42:06-07:00
