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AAEEBL Digital Ethics Principles: version 3

Support, Resources

1. Department for Education (U.K.).(2018, Aug.). Data protection: A toolkit for schools, open beta version 1.0. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/747620/Data_Protection_Toolkit_for_Schools_OpenBeta.pdf
2. Jones, B., & Leverenz, C. (2017). Building personal brands with digital storytelling ePortfolios. International Journal of EPortfolio, 7(1), 67–91.
3. Newman, T., Beetham, H., & Knight, S. (2018). Digital experience insights survey 2018: Findings from students in UK further and higher education (p. 76).
4. Slade, C. (2017). Using ePortfolios to strengthen student identity verification in assessment: A response to contract cheating. 2017 EPortfolio Forum EBook of Short Papers, 27–34.
5. Slade, C., & Tsai, J. (2018). Building connections through integrated ePortfolio curriculum. 2018 EPortfolio Forum EBook of Short Papers, 50–56.
6. The University of Queensland. (n.d.). Digital essentials. Library.

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Contents of this path:
2. Support, Scenario 1 You are a student. You are excited to attend your first capstone course meeting for graduating students. On the first day, the educator explains that you will be creating an ePortfolio that will both document your learning from your coursework and showcase your professional experiences to employers and graduate schools in your field. She projects example ePortfolios from previous years and asks the class to analyze them in groups. You are new to ePortfolios and would like to participate in this well-planned first day activity, but you are blind and the educator has not considered how you can view the projected ePortfolios. When you ask about the platform’s ability to interface with screen readers, the educator replies nervously that she has not been asked to consider this before. You feel anxious about your ability to engage with the class and complete this capstone assignment. When designing ePortfolio assignments, it’s important to consider all students with diverse needs. Institutional experts in disability and accommodations for students with disabilities can help you vet platforms for accessibility, and digital resources can also help you test a site’s ability to interface with assistive technologies, such as a screen reader.
3. Support, Scenario 2 You are a student. You are participating in a study abroad program and have been asked to contribute to a collective ePortfolio documenting your experiences in an online course that pairs with the abroad program. You have stretched yourself financially to be able to afford the trip abroad and take time off of work. You have never traveled outside of your home country before, so you are feeling anxious. You have little experience with online learning and ePortfolios.
4. Support, Scenario 3