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AAEEBL Digital Ethics Principles: version 1Main MenuPrinciple Summaries and Table of ContentsReview all ten principles' abstract summaries and navigate to different parts of the document.Introduction: How to Use This DocumentPrinciple 1: SupportInstitutions should provide appropriate support for students, educators, administrators, and staff who create ePortfolios.Principle 2: Promote AwarenessInstitutional administrators, staff, and educators are responsible for promoting awareness of digital ethics in ePortfolio making.Principle 3: PracticeePortfolio 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 PermissionsePortfolio creators should understand and respect author rights, best practices for re-use, and representation.Technology & UsabilityTechnology must be equitably available, usable, and supported for all students, educators, and staff engaged in ePortfolio work.Principle 6: PrivacyePortfolio 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 StorageePortfolio creators should know where their content is stored, who has access, and how to remove it.Principle 8: Cross-Platform CompatibilityePortfolio 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: AccessibilityAll 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 UsageePortfolio platform providers need consent to collect and store data from ePortfolio creators.Glossary of Key TermsFull List of ResourcesThe Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force0c52e4eae81410f7710876e68e8d2c429e9eb2c3The Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force
Principle 7, Resources
12020-07-16T12:34:08-07:00The Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force0c52e4eae81410f7710876e68e8d2c429e9eb2c3375277ePortfolio creators should know where their content is stored, who has access, and how to remove it.plain2021-06-30T09:17:04-07:00The Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force0c52e4eae81410f7710876e68e8d2c429e9eb2c3Principle 8: Cross-Platform CompatibilityePortfolio creators should be able to make and view ePortfolios across any device, browser, and operating system with equitable ease of use across devices.
Datig, I., & Russell, B. (2014). Instructing college students on the ethics of information use at the reference desk: A guide and literature review. The Reference Librarian, 55(3), 234–246. https://doi.org/10.1080/02763877.2014.912458
Drachsler, H., & Greller, W. (2016). Privacy and analytics: It’s a DELICATE issue a checklist for trusted learning analytics. Proceedings of the Sixth International Conference on Learning Analytics & Knowledge, 89–98. https://doi.org/10.1145/2883851.2883893
Luera, G., Brunvand, S., & Marra, T. (2016). Challenges and rewards of implementing ePortfolios through a bottom-up approach. International Journal of EPortfolio, 6(2), 127–137.
Lynch, M. (2018, May 21). Ask these 9 questions to determine if your education vendor takes data privacy seriously. The Tech Edvocate. https://www.thetechedvocate.org/ask-these-9-questions-to-determine-if-your-education-vendor-takes-data-privacy-seriously/
Mackrill, D., & Taylor, S. (2008). FlashPort – The next generation in e-portfolios? The use of portable applications as e-portfolio tools in teacher education. Journal of Systemics, Cybernetics and Informatics, 6(6), 80–85.
National Conference of State Legislatures. (2018, October 26). Student data privacy. https://www.ncsl.org/research/education/student-data-privacy.aspx
Poole, P., Brown, M., McNamara, G., O’Hara, J., O’Brien, S., & Burns, D. (2018). Challenges and supports towards the integration of ePortfolios in education. Lessons to be learned from Ireland. Heliyon, 4(11). https://doi.org/10.1016/j.heliyon.2018.e00899
Slade, C., Murfin, K., & Readman, K. (2013). Evaluating processes and platforms for potential ePortfolio use: The role of the middle agent. International Journal of EPortfolio, 3(2), 177–188.
Wuetherick, B., & Dickinson, J. (2015). Why ePortfolios? Student perceptions of ePortfolio use in continuing education learning environments. International Journal of EPortfolio, 5(1), 39–53.
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12020-07-02T09:06:23-07:00The Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force0c52e4eae81410f7710876e68e8d2c429e9eb2c3Principle 7: Content StorageThe Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force15ePortfolio creators should know where their content is stored, who has access, and how to remove it.plain10068822021-06-30T13:37:24-07:00The Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force0c52e4eae81410f7710876e68e8d2c429e9eb2c3