Ethics, ePortfolios, and Badges: Envisaging Privacy and Digital Persistence in Student-Level Learning Evidence

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Information about Ethics, ePortfolios, and Badges: Envisaging Privacy and Digital...

Published on May 13, 2016

Author: JamesWillisIII1

Source: slideshare.net

1. Ethics, ePortfolios, and Badges: Envisaging Privacy and Digital Persistence in Student-Level Learning Evidence James E. Willis, III, Ph.D. Research Associate Center for Research on Learning and Technology School of Education Indiana University - Bloomington Joshua Quick Graduate Research Assistant Center for Research on Learning and Technology School of Education Indiana University - Bloomington

2. • Can provide additional useful information – Specific claims and detailed evidence – Context in which content was created – Standardize the inclusion of additional information without cluttering eportfolios • May simplify the process of defining competencies • May offload summative credentialing functions – Allows more formative and transformative functions • Can connect eportfolio content to competencies and grades – Learners stack badge URLs in maps or gradebook • Can increase value of portfolio content by circulating independently

3. Badges and ePortfolios: Some Connections • Granular learning data persisting as educational evidence: – Mineable – Findable – Usable For and against students? https://www.linkedin.com/topic/ethics

4. Publicly-Accessible Learning Evidence and Data • Efforts to digitalize and catalogue learning artifacts • Complexities of privacy, ethics, and evidence • Importance of discussion – Everyone thinks of ‘ethics’ differently – Multitude of voices to unearth values, latencies, and competing agendas

5. 1. When educational data persists, and can be linked to other individual data sources, what are the possible outcomes? Example: An earner decides to remove a cluster of digital data, including badges from a social media site and data from an eportfolio, but finds that copies of the data exist on issuers’ websites. The earner cannot make the data disappear. Source: Willis, III, J. E., Strunk, V. A., & Hardtner, T. L. (2016). Microcredentials and educational technology: A proposed ethical taxonomy. EDUCAUSE Review. Retrieved from: http://er.educause.edu/articles/2016/4/microcredentials-and-educational-technology-a-proposed-ethical-taxonomy http://www.techrepublic.com/article/cios-need-to-re-brand-themselves-as-drivers-of-digital- innovation-says-eys-david-nichols/

6. 2. What obligations do institutions have to protect, retract, or alter learning artifacts in the near and far future? Example: A student embeds open digital badges in her eportfolio, but doesn’t realize the badge is only valid for one year. After a year, the microcredential is revoked and displays an ‘invalid’ message. A potential employer, carefully examining the eportfolio, discovers the invalid badge and decides not to hire the student. Source: Willis, III, J. E., Strunk, V. A., & Hardtner, T. L. (2016). Microcredentials and educational technology: A proposed ethical taxonomy. EDUCAUSE Review. Retrieved from: http://er.educause.edu/articles/2016/4/microcredentials-and-educational-technology-a-proposed-ethical-taxonomy https://www.linkedin.com/pulse/achieving-digital-state-mind-greg-morgan-

7. 3. What are practices to help students learn how to control their own learning artifacts? Source: Willis, III, J. E., Strunk, V. A., & Hardtner, T. L. (2016). Microcredentials and educational technology: A proposed ethical taxonomy. EDUCAUSE Review. Retrieved from: http://er.educause.edu/articles/2016/4/microcredentials-and-educational-technology-a-proposed-ethical-taxonomy Example question: At what point does the expectation of privacy give way to publicly verifiable evidence? http://www.simplicant.com/blog/digital-recruitment-strategy-tips/

8. 4. When evidentiary narratives form regarding a student’s ability, and then become public, can students come to hold false beliefs about their own capabilities? Example: A student receives positive feedback in his social media for his badges and an employer hires him for the evidence contained in his university eportfolio (i.e. an expertise). This surprises the student, however, because the public recognition of his skills differ widely from his own self-perception. http://e15initiative.org/themes/digital-economy/

9. 5. When learning evidence is linked between eportfolios and badges, do new ethical questions regarding student privacy emerge? Example: A new data-crawler algorithm carefully examines learning evidence contained in a student’s eportfolio and linked badges. This algorithm pinpoints three deficiencies in the student’s overall educational understanding. Ads with specific suggestions of educational content (to make up for the identified deficiencies) begin appearing in various websites the student sees. http://www.idselpaso.com/

10. Summing Up Importance of ethical discourse Thinking about the future, measuring the past Intersection of our learning and educational technologies will create new questions

11. Thank you! James E. Willis, III, Ph.D. Research Associate Center for Research on Learning and Technology School of Education Indiana University - Bloomington Joshua Quick Doctoral Student Center for Research on Learning and Technology School of Education Indiana University - Bloomington @Willis3James

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