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.PrivacyePortfolio 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 UsageePortfolio platform providers need consent to collect and store data from ePortfolio creators.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
Content Storage
12021-06-22T13:42:07-07:00The Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force0c52e4eae81410f7710876e68e8d2c429e9eb2c3392925ePortfolio creators should know where their content is stored, who has access, and how to remove it.plain10920222022-01-30T23:59:08-08:00The Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force0c52e4eae81410f7710876e68e8d2c429e9eb2c3 ePortfolio creators should know where their content is stored, who has access, and how to remove it.
ABSTRACT: Before working in an ePortfolio platform, students, educators, administrators, and staff should review the Privacy Policy and Terms and Conditions with particular attention to how the platform will collect, store, and use data and if students can opt out of data collection or remove their data. Providers should communicate these details in clear and accessible language.
Strategies for applying this principle include…
Reviewing the Terms and Conditions and Privacy Policy (and other relevant documents) of the ePortfolio site and seeking counsel, e.g. at your institution, if you are not clear whether the site is safe or appropriate to use.
Identifying how the provider will collect and use your personal data, whether you can opt out of data collection, and how you can remove your data before creating an account on the ePortfolio-making platform and adding content.
Recognizing that deleting your account does not mean your user data will be removed from data repositories unless the end user license agreement says this.
Considering how complex, time consuming, or costly the portfolio transfer process is, if there is one.
Informing students on how the institution, vendors, and/or website hosting system may preserve or share their ePortfolio information with other parties, systems, or entities.
Sharing guidelines on data ownership, storage, and sharing in clear and accessible end user license agreements.
Keeping data with integrity and confidentiality by conforming to relevant data security standards as set out by your institution.
Being accountable for data collection by designing data protocols for collection, maintenance, storage, and use of data.
Ensuring that data collection methods meet global legal and ethical standards, such as the Federal Educational Rights and Privacy Act, General Data Protection Regulations, among others.
Scenarios:
Scenario #1:
You are an undergraduate senior. You are required to develop an ePortfolio of your experiences and reflections over the duration of your final capstone course. As part of the assessment task, you are able to use the web portfolio platform of your choice. Your institution provides you with a list of possible options and outlines the benefits of using each one. However, you are concerned about how each platform may use your information once it is uploaded because recently you have seen advertisements pop up on your phone based on your previous web searches. When you mention your concerns to classmates, they also share their concerns about the security of their information once it is “in the cloud.” As a result, the group asks the educator if they can investigate licensing agreements for the popular platforms and add relevant information to the existing resource as a class activity.
Your educator is excited to hear you are interested in learning more about the platforms and creates an activity where you work through end user license agreements in groups to identify how platforms use, store, and manage user data. After this activity, you are in a better position to decide which platform you want to use based on the best benefits and the least amount of acceptable compromises you are willing to make.
Scenario #2:
You are a graduate student. You have spent several semesters perfecting your ePortfolio on the university’s proprietary platform. You assume that upon graduation you will be able to transfer your content to a new platform that is accessible to potential employers. However, when you ask about the transfer process, you find out that it is virtually non-existent.
You are allowed to download your content onto a thumb drive and take it with you, but the university does not assist with the process after that point. You have never used another platform, and the university only provides support and instruction on its own platform.
The institution should ensure that students are able to maintain their ePortfolio beyond the constraints of the institutional platform, while providing instruction on how to transfer the content to a new platform. When students are using a platform where transfer is impossible, that should be explained initially, and another entity, such as a career center, should be available to help students create a public-facing resource. Alternatively, the institution can make the platform available to its graduates to continue creating portfolios.
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.
You saved a copy of the old EULA and can now compare it to the new EULA with your institution’s legal counsel. After comparing versions of the EULA, you seek clarification on these changes from the platform representative in preparation to communicate these updates to stakeholders and students. Once your institution is satisfied to continue with the platform under the new EULA, students are presented with the changes directly in the platform and asked to review them.
Scenario #4:
You are a program administrator and/or staff member who has been asked by your institution to start a campus-wide ePortfolio initiative as part of its Quality Enhancement Plan. There is nobody at your institution who regularly vets technologies intended for teaching and learning, and you have limited knowledge of ePortfolios and suitable platforms in general. When you gather a committee to consider different ePortfolio technologies, you make a list of priorities: students’ ability to edit and share their ePortfolios both as students and after they leave the institution, universal design practices for creators and viewers, privacy capabilities for authors, and minimal direct cost to students. However, the committee soon realizes it has thought very little about use of student data, which is a big concern.
As a committee, you develop a series of criteria related to student data and privacy and their acceptable options. These criteria will help eliminate some potential ePortfolio platforms. These questions include the following:
Does the platform collect identifiable or de-identified personal information?
Where is data stored, and how is this data protected?
Does the platform sell this data to third parties?
Is user data collected/used/shared for non-authorized purposes?
Can the user remove their data, and what is the process by which they do that?
How does the platform inform users of changes to their EULA?
Are vendors held to equitable standards for privacy and data collection/storage?
If students choose their own platforms for ePortfolio creation, you provide resources that inform them about potential platforms and how each platform collects, uses, and stores user data.
Datig, I., & Russell, B. (2014). Instructing college students on the ethics of information use at the reference desk: A guide and literature review. The Reference Librarian, 55(3), 234–246. https://doi.org/10.1080/02763877.2014.912458
Drachsler, H., & Greller, W. (2016). Privacy and analytics: It’s a DELICATE issue a checklist for trusted learning analytics. Proceedings of the Sixth International Conference on Learning Analytics & Knowledge, 89–98. https://doi.org/10.1145/2883851.2883893
Kimball, M. (2005). Database e-portfolio systems: A critical appraisal. Computers and Composition, 22(4), 434-458.
Luera, G., Brunvand, S., & Marra, T. (2016). Challenges and rewards of implementing ePortfolios through a bottom-up approach. International Journal of EPortfolio, 6(2), 127–137.
Lynch, M. (2018, May 21). Ask these 9 questions to determine if your education vendor takes data privacy seriously. The Tech Edvocate. https://www.thetechedvocate.org/ask-these-9-questions-to-determine-if-your-education-vendor-takes-data-privacy-seriously/
Mackrill, D., & Taylor, S. (2008). FlashPort – The next generation in e-portfolios? The use of portable applications as e-portfolio tools in teacher education. Journal of Systemics, Cybernetics and Informatics, 6(6), 80–85.
National Conference of State Legislatures. (2018, October 26). Student data privacy. https://www.ncsl.org/research/education/student-data-privacy.aspx
Poole, P., Brown, M., McNamara, G., O’Hara, J., O’Brien, S., & Burns, D. (2018). Challenges and supports towards the integration of ePortfolios in education. Lessons to be learned from Ireland. Heliyon, 4(11). https://doi.org/10.1016/j.heliyon.2018.e00899
Slade, C., Murfin, K., & Readman, K. (2013). Evaluating processes and platforms for potential ePortfolio use: The role of the middle agent. International Journal of EPortfolio, 3(2), 177–188.
Wuetherick, B., & Dickinson, J. (2015). Why ePortfolios? Student perceptions of ePortfolio use in continuing education learning environments. International Journal of EPortfolio, 5(1), 39–53.
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 Content Storage Principle2ePortfolio creators should know where their content is stored, who has access, and how to remove it.plain2021-07-02T07:01:03-07:00The 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 Force0c52e4eae81410f7710876e68e8d2c429e9eb2c3Content Storage, Scenario 12You are an undergraduate senior. You are required to develop a ePortfolio of your experiences and reflections over the duration of your final capstone course. As part of the assessment task, you are able to use the web portfolio platform of your choice. Your institution provides you with a list of possible options and outlines the benefits of using each one. However, you are concerned about how each platform may use your information once it is uploaded because recently you have seen advertisements pop up on your phone based on your previous web searches.plain2021-07-02T07:01:35-07:00The 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 Force0c52e4eae81410f7710876e68e8d2c429e9eb2c3Content Storage, Scenario 22You are a graduate student. You have spent several semesters perfecting your ePortfolio on the university’s proprietary platform. You assume that upon graduation you will be able to transfer your content to a new platform that is accessible to potential employers. However, when you ask about the transfer process, you find out that it is virtually non-existent.plain2021-07-02T07:02:04-07:00The Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force0c52e4eae81410f7710876e68e8d2c429e9eb2c3
12021-06-22T13:42:04-07:00The Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force0c52e4eae81410f7710876e68e8d2c429e9eb2c3Content Storage, Scenario 32You 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.plain2021-07-02T07:03:28-07:00The Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force0c52e4eae81410f7710876e68e8d2c429e9eb2c3
12021-06-22T13:42:04-07:00The Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force0c52e4eae81410f7710876e68e8d2c429e9eb2c3Content Storage, Scenario 42You are a program administrator and/or staff member who has been asked by your institution to start a campus-wide ePortfolio initiative as part of its Quality Enhancement Plan. There is nobody at your institution who regularly vets technologies intended for teaching and learning, and you have limited knowledge of ePortfolios and suitable platforms in general.plain2021-07-02T07:03:46-07:00The 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 Force0c52e4eae81410f7710876e68e8d2c429e9eb2c3Content Storage, Resources2ePortfolio creators should know where their content is stored, who has access, and how to remove it.plain2021-07-02T07:09:01-07:00The Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force0c52e4eae81410f7710876e68e8d2c429e9eb2c3
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12021-06-22T13:42:06-07:00The Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force0c52e4eae81410f7710876e68e8d2c429e9eb2c3LicensingThe Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force1A contract that grants others specific, limited rights for use. These rights vary based on the individual licensing agreement and its terms.plain2021-06-22T13:42:06-07:00The Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force0c52e4eae81410f7710876e68e8d2c429e9eb2c3
12021-07-02T06:59:12-07:00The Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force0c52e4eae81410f7710876e68e8d2c429e9eb2c3General Data Protection Regulations (GDPR)The Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force1A set of regulations that impacts any organization that collects personal data related to people in the European Union.plain2021-07-02T06:59:12-07:00The Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force0c52e4eae81410f7710876e68e8d2c429e9eb2c3
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12021-06-22T13:42:06-07:00Consent for Data Usage7ePortfolio platform providers need consent to collect and store data from ePortfolio creators.plain10920572022-01-30T23:58:45-08:00
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