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AAEEBL Digital Ethics Principles: version 3

Data Responsibility, Resources

1. Alim, F., Cardozo, N., Gebhart, G., Gullo, K., & Kalia, A. (2017). Spying on students: School-issued devices and student privacy (p. 49). Electronic Frontier Foundation.
2. 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.
3. Charlesworth, A. & Grant, A. (n.d.). ePortfolio and the law: What your organisation should know. University of Bristol Center for IT and Law. http://www.bristol.ac.uk/media-library/sites/law/migrated/documents/kptutguid.pdf
4. Complete Guide to GDPR. (2020). Proton Technologies AG. https://gdpr.eu/
5. Consortium for School Networking. (2014). Protecting privacy in connected learning toolkit. Consortium for School Networking.
6. Cowper, C., & Crompton, M. (2010). VET E-portfolio privacy impact assessment research report. Australian Flexible Learning Framework.
7. 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
8. Department for Education (U.K.).(2018, Aug.). Data protection: A toolkit for schools, open beta version 1.0.
9. 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
10. European Commission. (2018, Nov. 14). Ethics and data protection. https://ec.europa.eu/info/sites/info/files/5._h2020_ethics_and_data_protection_0.pdf
11. Future of Privacy Forum, & The Software and Information Industry Association. (2015). K-12 school service provider pledge to safeguard student privacy.
12. Future of Privacy Forum. (n.d.). Retrieved January 11, 2020, from https://fpf.org
13. Harris, K. D. (2016). Ready for school: Recommendations for the ed tech industry to protect the privacy of student data. California Department of Justice.
14. Hearne, S. (n.d.). Request map generator.
15. 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.
16. Ivanova, M., Marín, V. I., Tur, G., & Buchem, I. (2019). Towards privacy issues in personal learning environments: A conceptual model of PLE privacy. European Journal of Open, Distance and E-Learning, 22(1).
  Kimball, M. (2005). Database e-portfolio systems: A critical appraisal. Computers and Composition, 22(4), 434-458.
17. 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.
18. Klein, L. F. (2013). The Social ePortfolio: Integrating social media and models of learning in academic ePortfolios. In K. V. Wills & Rice (Eds.), ePortfolio performance support systems: Constructing, presenting, and assessing portfolios (pp. 57–74). WAC Clearinghouse.
19. 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/
20. 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.
21. National Conference of State Legislatures. (2018, October 26). Student data privacy. https://www.ncsl.org/research/education/student-data-privacy.aspx
22. Newitz, A. (2005, February 17). Dangerous terms: A user’s guide to EULAs. Electronic Frontier Foundation.
23. 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
24. Privacy Technical Assistance Center. (2016). Protecting student privacy while using online educational services: Model terms of service. U.S. Department of Education.
25. Refaei, B., & Benander, R. (2019). Affordable technology solutions. Research in Online Literacy Education, 2(1).
26. Sherpa, FERPA. (2020). The student privacy resource center.
27. 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.
28. Vejmelka, L., Katulic, T., Jurić, M. & Lakatoš, i.M. (2020). Application of the General Data Protection Regulation in schools: A qualitative study with teachers, professional associates and principals, 43rd International Convention on Information, Communication and Electronic Technology (MIPRO), Opatija, Croatia, pp. 1463-1469, doi:10.23919/MIPRO48935.2020.9245209.
29. Weebly. (2020). GDPR FAQ. Weebly Support. https://www.weebly.com/app/help/us/en/topics/gdpr-faq
30. Wix. (n.d.). Preparing your Wix site for GDPR. https://support.wix.com/en/article/preparing-your-wix-site-for-the-gdpr
31. WordPress. (2018, May 8). The ultimate guide to WordPress and GDPR compliance--everything you need to know. https://www.wpbeginner.com/beginners-guide/the-ultimate-guide-to-wordpress-and-gdpr-compliance-everything-you-need-to-know/
32. 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.

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2. Data Responsibility, 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.
3. Data Responsibility, Scenario 2 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. Nobody at your institution 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.
4. Data Responsibility, Scenario 3 You are an undergraduate student. At the start of your studies, you are introduced to the idea of keeping a portfolio to document your learning and progress towards your institution’s graduation requirements. Your institution proposes a platform to use for this purpose. The Academic Technologies staff member who introduces the platform to all first-year students explains how to use this platform as well as how you can keep your reflections and content private unless you want to share them with specific people.
5. Data Responsibility, Scenario 4 You are the Director of a global online learning program that has recently decided to add an ePortfolio requirement. In researching digital ethics in the globalized world, you come across the General Data Protection Regulations (GDPR). The GDPR document guides data regulations across the European Union (EU), and you believe there is a high probability that students from the EU will be enrolling in your program.

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