This site requires Javascript to be turned on. Please enable Javascript and reload the page.

AAEEBL Digital Ethics Principles: version 3

Practice, Resources

1. Auburn University, Office of University Writing. (n.d.). EPortfolio project: Technology. http://wp.auburn.edu/writing/eportfolio-project/student-resources/technology/.
2. Cambridge, D. (2008). Audience, integrity, and the living document: EFolio Minnesota and lifelong and lifewide learning with ePortfolios. Computers & Education, 51(3), 1227–1246. https://doi.org/10.1016/j.compedu.2007.11.010
3. CAST. (2019). About universal design for learning.
4. Center for Persons with Disabilities. (n.d.). Introduction to web accessibility. WebAIM. https://webaim.org/intro/
5. Clark, J. E. (2010). The digital imperative: Making the case for a 21st-century pedagogy. Computers and Composition, 27(1), 27–35. https://doi.org/10.1016/j.compcom.2009.12.004
6. Licastro, A. (2016). Excavating ePortfolios: What student-driven data reveals about multimodal composition and instruction
7. National Disability Authority. (2014). What is universal design. Centre for Excellence in Universal Design.
8. Oswal, S. K. (2013). Accessible ePortfolios for visually-impaired users: Interfaces, designs, and infrastructures. In K. V. Wills & R. Rice (Eds.), ePortfolio performance support systems: Constructing, presenting, and assessing portfolios (pp. 135–153). WAC Clearinghouse.
9. Strivens, J. (2007). A survey of e-pdp and e-portfolio practice in UK Higher Education. The Higher Education Academy, 2, 1–24.
10. The University of Queensland. (n.d.). Digital essentials. Library.
11. W3C. (2019, June 5). Introduction to web accessibility. W3C Web Accessibility Initiative.
12. Wills, K. V., & Rice, R. (Eds.). (2013). ePortfolio performance support systems: Constructing, presenting, and assessing portfolios. WAC Clearinghouse.

This page has paths:

Contents of this path:
2. Practice, Scenario 1 You are an undergraduate business major who has composed an ePortfolio for your English course at your college. You have received consistently positive feedback from the educator on your work. Now that you wish to use examples from this portfolio in your application for an internship, you seek advice from the career center. Your advisor encourages you to include writing samples from your existing portfolio in your application yet cautions you not to include everything because you are now creating a portfolio for employability purposes and not to receive feedback on your learning experiences.
3. Practice, Scenario 2 You are a non-traditional student, returning to college after many years. Your educator requires you to compose an ePortfolio, which requires the ability to create and add content in digital spaces. They acknowledge that not all of their students may have the necessary digital literacy skills to do so and perform a quick assessment at the beginning of the program, offering direct help and resources where students can self-learn and upskill.
4. Practice, Scenario 3 You are a non-tenure track educator in a department that has decided to mandate the use of ePortfolios. A two-day workshop is scheduled the week before classes begin to introduce the requirement. A trainer from the ePortfolio software provider is brought in to run the workshop, which includes an introduction to the technical features of the platform and a chance for educators to revise their assignments and syllabi to make use of the new platform.