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AAEEBL Digital Ethics Principles: version 3

Technology & Usability, Scenario 1 (Available)

You are a part-time student attending courses after your normal work hours. As part of your capstone course, you are asked to create an ePortfolio. Although you have a desktop computer at work, know some desktop computers are available to you at the library, and have an iPad and a smartphone, you do not have access to a computer at your home. Moreover, the library has limited hours. When you talk to the professor after class and explain this situation, they already have a plan in place to meet your needs.

The professor has technical support resources from the ePortfolio platform provider specifically tailored to people using a tablet or smartphone and the out-of-class activities have also taken a variety of devices into account. Moreover, your professor has a list of local libraries with weekend and extended night hours that you can use to work on the ePortfolio and directions for checking out hardware to take home from the university library. In addition to the professor’s on-campus office hours during the day, they also offer options for distance participation in these through web or phone conferencing. You are relieved that your educator has already considered your situation and are excited to begin the ePortfolio.

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2. Technology & Usability, Scenario 1 (Available) You are a part-time student attending courses after your normal work hours. As part of your capstone course, you are asked to create an ePortfolio. Although you have a desktop computer at work, know some desktop computers are available to you at the library, and have an iPad and a smartphone, you do not have access to a computer at your home. Moreover, the library has limited hours. When you talk to the professor after class and explain this situation, they already have a plan in place to meet your needs.
3. Technology & Usability, Scenario 2 (Usable)
4. 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.

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1. 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.
2. Technology & Usability, Scenario 1 (Available) You are a part-time student attending courses after your normal work hours. As part of your capstone course, you are asked to create an ePortfolio. Although you have a desktop computer at work, know some desktop computers are available to you at the library, and have an iPad and a smartphone, you do not have access to a computer at your home. Moreover, the library has limited hours. When you talk to the professor after class and explain this situation, they already have a plan in place to meet your needs.
3. Technology & Usability, Scenario 2 (Usable)
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. 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.
6. Accessibility, Scenario 1 You are a student participating in an internship as part of your work-integrated learning requirement in your Hospitality Management program. Your position as sous-chef in your favorite restaurant in town gives you rich learning opportunities, and you want to document these experiences not just in text but also in multimedia content. Your internship mentor is okay with you taking photos and video of the kitchen and your work to share in your portfolio.
7. Promote Awareness, Scenario 1
8. 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.
9. 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.
10. 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.
11. 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.
12. Evaluating ePortfolios, Scenario 2
13. Respect Author Rights and Re-use Permissions, Scenario 3
14. 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.