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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. Introduction: How to Use This 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

Principle 12, Scenario 2

37527 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 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

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 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. You discover that while students use digital devices often for social media, few have created a website and none know what an ePortfolio is. On the first day exploring the platform, you observe students struggling to make minimal changes to the premade template.

You need to provide students with additional support in how to use the ePortfolio platform: (1) explicitly support the technical knowledge needed in the ePortfolio creation process in the course; (2) put students in contact with institutional, local, or public experts; (3) create classroom spaces for students to share peer knowledge and ask each other questions across a learning community. You should also discuss students’ unfamiliarity with ePortfolios with the program administrator and/or staff member to see how students can learn about ePortfolios before entering the capstone course.

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Educator Scenarios The Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force
Contents of this tag:
1. Principle 8, Scenario 2 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 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. Principle 9, 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.
3. Principle 7, 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.
4. Principle 7, Scenario 3
5. Principle 8, 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. Principle 12, Scenario 2 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 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
7. Principle 12, Scenario 3
8. Principle 2, Scenario 2
9. Principle 10, Scenario 2
10. Principle 10, Scenario 3 You are an educator. In selecting ePortfolio platform providers, your institution has made data collection a priority. This gives you relief. However, when you are developing ePortfolios with your students, you see that some features of the ePortfolio platform ask students to use other tools. For instance, to embed a video on their ePortfolio page, students are prompted to upload the media to YouTube and then use a plugin to embed that video onto their page.
11. Principle 2, Scenario 3
12. Principle 3, 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.
13. Technology & Usability, Scenario 2 (Usable) 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.
14. Technology & Usability, Scenario 3 (Supported)
15. Principle 4, 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.