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AAEEBL Digital Ethics Principles: version 1

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.

As part of the vetting process, you also ask the vendor for a Voluntary Product Accessibility Template (VPAT) that shows which accessibility accommodations they have created and which are on the roadmap. Furthermore, the committee hires student assistants working in a Disability Programs and Resource Center to take part in the testing process.

This way, the committee strategically and intentionally assesses each platform in regards to accessibility.

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2. Principle 9, 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.
3. 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.
4. Principle 9, Scenario 3

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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
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.