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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

Strategies for Applying Principle 3: Practice

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Identifying and sharing effective strategies for storing, attaching, and curating artifacts.
Maintaining an expectation of accessibility, including the ability for an ePortfolio to be accessed across devices and by everyone, including people using assistive technologies.
Employing universal design principles whenever possible (including color choice, contrast, font size, page hierarchy, captioning, alternatives to drop down menus, etc.).
Teaching students about visual design considerations, such as font choices, color contrast, image selection and placement, and any other relevant design principles.
Encouraging students to think about the context of their ePortfolio work, including considering their audience, purpose, and constraints.
Making sure students understand the many rhetorical choices they are making during the process and how these choices differ from those made during the composition of more traditional documents such as essays, resumes, and cover letters.
Considering the constraints and affordances of various ePortfolio genres (learning, archive, assessment, showcase, etc.) in regards to composition, sharing, maintenance, design, etc.
Determining the availability of tools for ePortfolio making and how student materials are impacted by the constraints of their situation.
Offering basic training in the use of the ePortfolio platform at the time of implementation, as well as periodically, and upon request through student services.
Having available on-campus and online staff, including students, who can answer questions around the use of any mandated ePortfolio platform and can also assist with instructional design questions.
Informing ePortfolio creators of institutional or public resources that can support them in creating their ePortfolio.

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Principle 3: Practice The Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force
Contents of this path:
1. Strategies for Applying Principle 3: Practice
2. Principle 3, Scenario 1 You are an undergraduate business major who has composed an ePortfolio for your English course at your college. You have received consistently positive feedback from the educator on your work. Now that you wish to use examples from this portfolio in your application for an internship, you seek advice from the career center. Your advisor encourages you to include writing samples from your existing portfolio in your application yet cautions you not to include everything because you are now creating a portfolio for employability purposes and not to receive feedback on your learning experiences.
3. Principle 3, Scenario 2 You are a non-traditional student, returning to college after many years. Your educator requires you to compose an ePortfolio, which requires the ability to create and add content in digital spaces. They acknowledge that not all of their students may have the necessary digital literacy skills to do so and perform a quick assessment at the beginning of the program, offering direct help and resources where students can self-learn and upskill.
4. 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.
5. Principle 3, Resources