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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

Strategies for Applying the Respect Author Rights and Re-use Permissions Principle

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Advocating for student ownership of ePortfolios and ePortfolio portability post-graduation.
Ensuring ePortfolio creators are aware of how the ePortfolio will be used by an institution or employer (e.g., for institutional assessment), and obtaining consent from students for this re-use.
Distinguishing among concepts related to plagiarism, attribution, citation, copyright, fair use, and licensing.
Demonstrating how to attribute sources according to disciplinary, professional, institutional, and cultural standards, as well as genre conventions, to avoid accusations of plagiarism.
Identifying situations in which ePortfolio creators can argue fair use within their institution/culture.
Becoming familiar with various licensing agreements regarding re-use of resources, and knowing how to apply an appropriate Creative Commons license to an ePortfolio to guide its re-use.
Being thoughtful in how to represent others’ identities and ideas, including the use of photos, collaborative projects, and work authored and owned by others. This includes sharing artifacts that disclose others’ personal information only when you have the legal right and personal permission to do so.
Considering how representing others in an ePortfolio can be shaped by social and cultural biases, and being rhetorically thoughtful in selecting and contextualizing artifacts.
Asking professional organizations about using work completed in internships, employment, and work-for-hire before featuring these artifacts in an ePortfolio in case information is proprietary or protected. When negotiating these professional relationships, you should ask about featuring the work you are doing in your professional ePortfolio.
Providing specific information for students and educators who work with protected and/or vulnerable groups, such as children, patients, clients, etc., and who may include information about this work in their ePortfolios.

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Respect Author Rights and Re-use Permissions The Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force
Contents of this path:
1. Strategies for Applying the Respect Author Rights and Re-use Permissions Principle
2. Respect Author Rights and Re-use Permissions, Scenario 1 You are a student who is excited to design your ePortfolio. You decide to include artwork from your favorite street artist alongside your bio on the homepage. While the artwork does not have a re-use license at the bottom, you decide to use it anyway. You attribute each piece of art individually at the bottom of the page in APA format with a link to the artist’s website. However, when you show your ePortfolio to your educator, you are accused of breaking copyright law.
3. Respect Author Rights and Re-use Permissions, Scenario 2 You are an undergraduate student in their senior year. You are creating an ePortfolio as you apply for elementary teaching positions. You plan to discuss your student teaching experience in a first grade classroom, specifically a lesson that you co-designed with the supervising educator. When including details about the lesson, you want to be clear about the role that you played while giving credit to the supervising educator. Additionally, you share how you will write about this experience with the educator and get her approval of how you represented her work on the project.
4. Respect Author Rights and Re-use Permissions, 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. Respect Author Rights and Re-use Permissions, Resources