AAEEBL Digital Ethics Principles: version 1 Main Menu Principle Summaries and Table of Contents Review all ten principles' abstract summaries and navigate to different parts of the document. Principle 1: Support Institutions should provide appropriate support for students, educators, administrators, and staff who create ePortfolios. Principle 2: Promote Awareness Institutional administrators, staff, and educators are responsible for promoting awareness of digital ethics in ePortfolio making. Principle 3: Practice ePortfolio creators need opportunities to develop and practice the digital literacies necessary to create accessible and effective ePortfolios. Principle 4: Respect Author Rights and Re-use Permissions ePortfolio creators should understand and respect author rights, best practices for re-use, and representation. Technology & Usability Technology must be equitably available, usable, and supported for all students, educators, and staff engaged in ePortfolio work. Principle 6: Privacy ePortfolio creators should have ultimate control over public access to their portfolios and the ability to change the privacy settings at any time. Principle 7: Content Storage ePortfolio creators should know where their content is stored, who has access, and how to remove it. Principle 8: Cross-Platform Compatibility ePortfolio creators should be able to make and view ePortfolios across any device, browser, and operating system with equitable ease of use across devices. Principle 9: Accessibility All ePortfolio platforms and pedagogy should be thoroughly vetted for accessibility according to the standards identified by one’s culture, government, or profession. Principle 10: Consent for Data Usage ePortfolio platform providers need consent to collect and store data from ePortfolio creators. Glossary of Key Terms Full List of Resources The Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force

Introduction: How to Use This Document

37527 Principle 1: Support Institutions should provide appropriate support for students, educators, administrators, and staff who create ePortfolios.

Why AAEEBL Created this Resource:

As outward-facing ePortfolios become more common, students, educators, administrators, and staff need guiding principles to ground their practice. Indeed, members voiced this need during the 2018 AAEEBL Annual Meeting. In response, AAEEBL formed a task force of ePortfolio scholars and practitioners to develop principles, strategies, and resources for general use. 

Who is this Resource Intended for?

Anyone involved in administering, teaching, creating, or practicing ePortfolios, including students, professionals, educators, administrators, staff, and platform providers, will find advice, suggestions, and examples here. 

The Purpose of this Resource:

This resource is meant to guide students, professionals, educators, administrators, staff, and platform providers in ePortfolio practice as it relates to digital ethics. Use these principles to illustrate ePortfolio best practices to administrators, staff, and stakeholders, guide the development of your ePortfolio curriculum, or apply to your ePortfolio practices. 

Structure: 

This resource is organized around a set of ten principles relating to digital ethics and ePortfolios. Each principle has three parts. First, the resource provides a guiding suite of principles and strategies that can be used across contexts. Second, it offers scenarios to illustrate how to apply these principles in practice. Third, it includes a list of citations that feature further information on each principle. You can use the principles to navigate the document and glean the suggested practices based on each principle. 

Principles 

The principles are written as broad, overarching statements without specific details to allow for wide applicability. Each principle is explained and situated through a number of strategies that provide readers with details for application. 

Scenarios

The scenarios illustrate how the principles’ strategies might come into practice in a particular local context. The goal of these scenarios is to model best practices in action by providing details about a situation with possible responses or questions to consider. Because contexts can vary, the scenarios are not intended to be all-encompassing. 

Additional Resources

Additional resources are provided for each principle and include articles, book chapters, digital repositories, guides, and educational websites. 

 
 
This document was created by the AAEEBL Digital Ethics Task Force: Amy Cicchino (Auburn University), Megan Haskins (Auburn University), Megan Crowley-Watson (Edward Waters College), Elaine Gray (Appalachian State University), Morgan Gresham (University of South Florida), Kristina Hoeppner (Catalyst, New Zealand), Kevin Kelly (San Francisco State University), Megan Mize (Old Dominion University), Christine Slade (University of Queensland), Heather Stuart (Auburn University), and Sarah Zurhellen (Appalachian State University)

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  1. Introduction: How to Use This Document The Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force
  2. Introduction: How to Use This Document The Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force
  3. Principle Summaries and Table of Contents The Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force

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  1. Introduction: How to Use This Document

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