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

AAEEBL Digital Ethics Principles: version 3 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. Technology & Usability Technology must be equitably available, usable, and supported for all students, educators, and staff engaged in ePortfolio work. Data Responsibility ePortfolio creators should know where their content is stored, who has access to it, how it might be used without their knowledge, and how much control they have over it. Respect Author Rights and Re-use Permissions ePortfolio creators should understand and respect author rights, best practices for re-use, and representation. 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

Respect Author Rights and Re-use Permissions, Scenario 4

41615 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

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. However, without explicit instruction on ePortfolio literacy, they run into several problems: first, when they share a draft of the site with a former supervisor, they are told that they cannot share photos that show the chickens or their care from the company because their methods for chicken care are proprietary. Second, they have included several copyrighted materials, including a journal article that they completed a reading response to and a photo from a veterinary practice’s website.

Ultimately, while they have been asked to complete an ePortfolio, they are lacking the knowledge and support needed to create an ethical and accessible ePortfolio. As their educator, you can help your students avoid these frustrating issues. First, use low stakes activities to research professional standards for sharing and representation in their disciplinary, professional, and national communities. Second, provide them with knowledge of copyright and open access resources to use when selecting decorative images to include.

For additional scenarios on this principle, see Slade et al. (2018).

This page has paths:

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

This page has tags:

Educator Scenarios The Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force
Contents of this tag:
1. Technology & Usability, Scenario 3 (Supported) You are an educator who has asked your students to complete an ePortfolio as part of a capstone course. Students have already selected artifacts from their learning and co-curricular experiences to include in the ePortfolio, but they have not yet begun creating and filling the actual site. You distribute a survey to students to identify how comfortable they are using digital devices, if they have used the ePortfolio platform before, and how familiar they are with ePortfolios as a genre.
2. Promote Awareness, Scenario 2
3. Promote Awareness, Scenario 3
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.
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. Access to Technology, Scenario 2 You are an educator. You would like to assign students a video-making project as part of their ePortfolio development for your course. As you design this assignment, you consider that some students will be making these videos on their phones, while others will use laptops and screencasting programs, and others will have access to video cameras. Because they are using different hardware, they will most likely also be using different video-making programs.
7. Accessibility, Scenario 2 You are an educator. Your institution is finalizing its ePortfolio choices. As a member of the selection committee, you are tasked with verifying that each platform is compliant with the accessibility standards adopted by your institution. In this role, you collaborate with any units that work with students with disabilities to involve them in testing, asking them to provide a representative for the team that makes decisions.
8. Evaluating ePortfolios, Scenario 3