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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

Support, Scenario 4

41615 You are a program administrator placed in charge of your institution’s new ePortfolio office. As part of the annual review process for the office, you have been tasked with collecting copies of every student ePortfolio created by the institution for that year and conducting a learning assessment. After ePortfolios are collected and assessed, records must remain in an institutional repository for five years.

You are a program administrator placed in charge of your institution’s new ePortfolio office. As part of the annual review process for the office, you have been tasked with collecting copies of every student ePortfolio created by the institution for that year and conducting a learning assessment. After ePortfolios are collected and assessed, records must remain in an institutional repository for five years.

A new instructor enters your office voicing concern about the ePortfolio assessment process. You explain that your office has developed an informed consent process for ePortfolio collection, which allows students to opt into the assessment process. To guide them and instructors in learning about data collection and consent, your office has published its data collection and management protocols on the program’s website. Included in these protocols are steps that ensure student privacy, such as separating ePortfolio links from student assessment records and de-identifying student data at the end of each year. You remind the instructor that they must attend a pre-semester workshop on ePortfolio data collection and invite them to contact you if after that workshop they have remaining questions about the process.

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Admin/Staff Scenarios The Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force
Contents of this tag:
1. 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.
2. 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.
3. Evaluating ePortfolios, Scenario 1
4. Support, Scenario 3
5. Promote Awareness, Scenario 3
6. Promote Awareness, Scenario 4
7. Accessibility, Scenario 3
8. Support, Scenario 4 You are a program administrator placed in charge of your institution’s new ePortfolio office. As part of the annual review process for the office, you have been tasked with collecting copies of every student ePortfolio created by the institution for that year and conducting a learning assessment. After ePortfolios are collected and assessed, records must remain in an institutional repository for five years.