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AAEEBL Digital Ethics Principles v.2: version 2

Privacy, Resources

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.

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Contents of this path:
2. Privacy, 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.
3. Privacy, 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.
4. Privacy, Scenario 3