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Cuesta, M., Eklund, M., Rydin, I. & Witt, A.-K. (2016). Using Facebook as a Co-learning Community in Higher Education. Learning, Media & Technology, 41(1), 55-72
Open this publication in new window or tab >>Using Facebook as a Co-learning Community in Higher Education
2016 (English)In: Learning, Media & Technology, ISSN 1743-9884, E-ISSN 1743-9892, Vol. 41, no 1, p. 55-72Article in journal (Refereed) Published
Abstract [en]

Students’ cultural capital plays a major role in their success in higher education. In Sweden today, many students come from diverse cultural, social and educational backgrounds. Knowledge of requirements in academic systems differs widely. Some students feel insecure about how to interpret academic codes, thus weakening these students’ opportunities for academic success. The major goal of this project was to lay the groundwork for a more equal educational system. Using social media, in this case conversations (e.g., chats) in a closed forum on Facebook monitored by a tutor, we aimed to improve student integration into academic culture. We differentiated two central themes related to student conversations on Facebook: (1) Access to academic habituscracking codes and (2) Emancipation by co-learning – extended academic codes. It was found that students participating in study groups created on Facebook learnt to better crack and extend the codes extant in university studies. © 2015 Taylor & Francis

Place, publisher, year, edition, pages
Abingdon: Routledge, 2016
Keywords
higher education, academic codes, Facebook, diverse backgrounds, broaden recruitment
National Category
Learning
Identifiers
urn:nbn:se:hh:diva-27859 (URN)10.1080/17439884.2015.1064952 (DOI)000367805600004 ()2-s2.0-84938651233 (Scopus ID)
Note

This project was supported by a research grant from Halmstad University.

Available from: 2015-02-17 Created: 2015-02-17 Last updated: 2018-03-22Bibliographically approved
Eklund, M., Högdin, S. & Rydin, I. (2013). Educational Integration of Asylum-seeking and Refugee Children in Sweden. In: Elinor L. Brown, University of Kentucky & Anna Krasteva, New Bulgarian University (Ed.), Migrants and Refugees: Equitable Education for Displaced Populations (pp. 73-93). Charlotte, NC: Information Age Publishing
Open this publication in new window or tab >>Educational Integration of Asylum-seeking and Refugee Children in Sweden
2013 (English)In: Migrants and Refugees: Equitable Education for Displaced Populations / [ed] Elinor L. Brown, University of Kentucky & Anna Krasteva, New Bulgarian University, Charlotte, NC: Information Age Publishing, 2013, p. 73-93Chapter in book (Refereed)
Abstract [en]

The Nordic countries (Denmark, Finland, Iceland, Norway and Sweden) have undergone substantial cultural and social changes due to increased migration from the 1970s onwards. While the Nordic region has become more multicultural in terms of demography, workforces and cultural practices, criticism of multicultural politics has increased. Despite different patterns of immigration in the Nordic countries, they all seem to share growing political tensions with regard to multiculturalism and migration. Many migrants have experiences of racism and discrimination (Eide & Nikunen, 2010:1). In all Nordic countries, right-wing conservative parties have strengthened their position. In Norway and Denmark, such parties have for some time been represented in the Parliament, and in Sweden, the Sweden Democrats came into the Parliament after the 2010 election. This party has on its agenda to reduce the costs for migration and dramatically change the national migration policy. They blame the government for being too permissive and generous. It is against this background the present report is written.

Place, publisher, year, edition, pages
Charlotte, NC: Information Age Publishing, 2013
Series
International Advances in Education: Global Initiatives for Equity and Social Justice ; 6
Keywords
Migration, refugee, children, education
National Category
Social Sciences Interdisciplinary
Identifiers
urn:nbn:se:hh:diva-23717 (URN)9781623964665 (ISBN)9781623964672 (ISBN)9781623964689 (ISBN)
Available from: 2013-10-03 Created: 2013-10-03 Last updated: 2018-03-22Bibliographically approved
Cuesta, M., Eklund, M., Rydin, I. & Witt, A.-K. (2013). Innovative Pedagogical Methods in Higher Education. In: : . Paper presented at The European Conference on Educational Research, ECER 2013, 9-13 September, Istanbul, Turkey.
Open this publication in new window or tab >>Innovative Pedagogical Methods in Higher Education
2013 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The objective of this paper is to critically reflect about the results from a pilot study, in which Facebook was used as a co-learning community. A communicative tool or arena for discussing educational matters in order to facilitate for students with diverse backgrounds to reach better understanding on academic culture and knowledge production. In the pilot study we worked with a “consciousness-raising” pedagogy for encouraging and supporting students to cooperate with each other, and by the use of Facebook as a platform. The development of these pedagogical view and method can be seen as providing equal opportunities, by generating better results in higher education studies. The project is supposed to contribute to knowledge concerning more profound issues associated to ideas of democracy and empowerment connected to change and development in academic cultures. The central questions to be answered are: What means by “co-learning community” by Facebook? How does this tool stimulate students to be more confident and as a consequence, reach a better understanding about the ways into “break down” obstacles, in terms of academic cultural codes? How does it is expressed by the students in terms of benefit?

Keywords
pedagogy, inovation, facebook, co-learing, student
National Category
Educational Sciences
Identifiers
urn:nbn:se:hh:diva-24070 (URN)
Conference
The European Conference on Educational Research, ECER 2013, 9-13 September, Istanbul, Turkey
Projects
Dialoger i medierat rum – samlärande via Facebook för ”att duga” i högre utbildning
Available from: 2013-12-02 Created: 2013-12-02 Last updated: 2018-03-22Bibliographically approved
Rasmusson, M. & Eklund, M. (2013). "It's easier to read on the Internet - you just click on what you want to read...": Abilities and skills needed for reading on the Internet. Education and Information Technologies: Official Journal of the IFIP technical committee on Education, 18(3), 401-419
Open this publication in new window or tab >>"It's easier to read on the Internet - you just click on what you want to read...": Abilities and skills needed for reading on the Internet
2013 (English)In: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 18, no 3, p. 401-419Article in journal (Refereed) Published
Abstract [en]

Today's youth spend a lot of time on the Internet where they meet a multimodal world. The focus in the present study has been on the skills and abilities needed for on-line reading. This study explores reading on the Internet, with pairs of Swedish students aged 10 and 15. The pairs completed tasks on the Internet and these sessions were video-taped. Five main categories of skills and abilities were found: traditional literacy, multimodal literacy, path-finding, IT abilities, and information abilities. The results support earlier research in the field at large, and also add to the literature on on-line reading, in areas such as the crucial need for the ability to spell and knowing web address conventions in English. © 2012 Springer Science+Business Media, LLC.

Place, publisher, year, edition, pages
New York, NY: Springer-Verlag New York, 2013
Keywords
Reading, Internet
National Category
Educational Sciences
Identifiers
urn:nbn:se:hh:diva-16652 (URN)10.1007/s10639-012-9190-3 (DOI)2-s2.0-84879795932 (Scopus ID)
Available from: 2011-12-06 Created: 2011-12-06 Last updated: 2017-12-08Bibliographically approved
Rydin, I., Eklund, M., Sjöberg, U. & Högdin, S. (2011). Evaluation of implementation of the "General recommendations for education of newly arrived pupils" issued by the Swedish Agency for Education.
Open this publication in new window or tab >>Evaluation of implementation of the "General recommendations for education of newly arrived pupils" issued by the Swedish Agency for Education
2011 (English)Report (Refereed)
Abstract [en]

This evaluation is a part of the project “Integrating Refugee and Asylum-seeking Children in the Educational Systems of EU Member States: Evaluation and Promotion of Current Best Practices” (INTEGRACE). The main objective of the INTEGRACE project is to promote the educational integration of refugee and asylum-seeking children (RASC) in the EU by developing common standards and sharing best practices in policies and programmes development and evaluation,   with a specific focus on the needs of vulnerable groups (e.g. children who have been victims of crime, unaccompanied children).

The main purpose of this evaluation of best practices concerning refugee and asylum-seeking children (RASC) will be “[...] to analyze to what extent and under what conditions, these practices could be replicated in a different context.” The principle aim of this evaluation and of the SIA to be conducted in Slovenia and Bulgaria will be to assess the possibility of replication and the social impacts of the eventual implementation of a practice which has already been identified and evaluated as a good one in some of the old member states of EU.

The aim of the conducted evaluation is to facilitate the transfer of knowledge from old to new EU member States, thereby allowing the latter to deal more effectively with the their new migration situation. Furthermore, the evaluation at hand will provide the grounds for developing a common EU framework to addressing the educational needs of RASC in the near future.

In the Swedish country report a number of so-called best practices aimed for RASC were described. Based on responses and discussions with the partner in Slovenia, a case was chosen on the implementation of the “General recommendations for newly arrived pupils” in three schools in Bollnäs, a municipality, located in the middle of Sweden.

This report, will therefore analyse in detail how these “General recommendations” are implemented into the Swedish school system in light of an evaluation conducted by the authority The Schools Inspectorate (SI), but also provide the reader with a short note on the reasons for the Swedish National Agency for Education to formulate these recommendations concerning education for newcomers.

The concept “newly arrived” refers, according to the “General recommendations”, to compulsory, special, upper secondary or special upper secondary school children or youth who arrive in Sweden near the beginning of or during a specific school year. They are not native speakers of Swedish and are as a rule unable to speak or understand Swedish; finding themselves in Sweden on different terms and under different circumstances. Many have a permanent residence permit already upon arrival. Others have obtained a residence permit after a long wait in a refugee camp or lodging with acquaintances. Some are asylum seekers. Of the latter group, most have arrived with their parents, whereas others are unaccompanied and have no legal guardian. Some arrive based on their connections to refugees with a residence permit. Others have come after a parent has married a Swedish citizen. Still others are in hiding in the hope of revision of a previously denied asylum application. Finally, some are so-called paperless children – children or youth present in Sweden who have not applied for a residence permit and who are, thus, not registered with the Migration Board. A child or an adolescent coming to school may, thus, have arrived directly from another country or may have been present in Sweden for a shorter or longer period of time. Thus, being “newly arrived” may mean being new to the school but previously present in Sweden, in some cases having learned Swedish to some extent.4 In other  words, behind the term “newly arrived” we find a vast range of children where refugee and asylumseeking children (RASC) are also included. 

Publisher
p. 27
Series
Integrationg Refugee and Asylum seeking Children in Education
Keywords
Integration, ecucation, asylum seeking, children, migration
National Category
Social Sciences
Identifiers
urn:nbn:se:hh:diva-16650 (URN)
Projects
INTEGRACE, Integrationg Refugee and Asylum seeking Children in Education, European Refugee Fund
Available from: 2011-12-06 Created: 2011-12-06 Last updated: 2018-03-22Bibliographically approved
Eklund, M., Sjöberg, U., Rydin, I. & Högdin, S. (2011). Good practices in the field of educational integration of refugee and asylum-seeking children: Country report : Sweden. In: Andrey Nonchev and Nikolai Tagarov (Ed.), Integrating Refugee and Asylum-seeking Children in the Educational Systems of EU Member States (pp. 182-214). Sofia, Bulgaria: Center for the Study of Democracy
Open this publication in new window or tab >>Good practices in the field of educational integration of refugee and asylum-seeking children: Country report : Sweden
2011 (English)In: Integrating Refugee and Asylum-seeking Children in the Educational Systems of EU Member States / [ed] Andrey Nonchev and Nikolai Tagarov, Sofia, Bulgaria: Center for the Study of Democracy , 2011, , p. 35p. 182-214Chapter in book (Refereed)
Place, publisher, year, edition, pages
Sofia, Bulgaria: Center for the Study of Democracy, 2011. p. 35
Keywords
Integration, education, asylum seeking, children, migration
National Category
Social Sciences
Identifiers
urn:nbn:se:hh:diva-16090 (URN)978-954-477-183-6 (ISBN)
Projects
Integrating Refugee and Asylum-seeking Children in the Educational Systems of EU Member States: Evaluation and Promotion of Current Best Practices – INTEGRACE
Available from: 2011-09-02 Created: 2011-09-02 Last updated: 2018-03-22Bibliographically approved
Högdin, S., Rydin, I., Eklund, M. & Sjöberg, U. (2011). Integrating refugee and asylum-seeking children in the educational systems: Country report : Denmark. Sofia, Bulgaria: Center for the Study of Democracy
Open this publication in new window or tab >>Integrating refugee and asylum-seeking children in the educational systems: Country report : Denmark
2011 (English)Report (Refereed)
Place, publisher, year, edition, pages
Sofia, Bulgaria: Center for the Study of Democracy, 2011. p. 19
Keywords
Integration, Education, Asylum seeking, Children, Migration
National Category
Social Sciences
Identifiers
urn:nbn:se:hh:diva-16089 (URN)978-954-477-183-6 (ISBN)
Projects
Integrating Refugee and Asylum-seeking Children in the Educational Systems of EU Member States: Evaluation and Promotion of Current Best Practices – INTEGRACE
Funder
EU, European Research Council, JLS/2009/ERFX/CA1013
Note

Report included on CD. Financial support: the European Refugee Fund. See also: http://www.csd.bg/fileadmin/user_upload/INTEGRACE_handbook.pdf

Available from: 2011-09-02 Created: 2011-09-02 Last updated: 2018-03-22Bibliographically approved
Eklund, M., Sjöberg, U., Rydin, I. & Högdin, S. (2011). Integrating refugee and asylum-seeking children in the educational systems: Country report : Norway. Sofia, Bulgaria: Center for the Study of Democracy
Open this publication in new window or tab >>Integrating refugee and asylum-seeking children in the educational systems: Country report : Norway
2011 (English)Report (Refereed)
Place, publisher, year, edition, pages
Sofia, Bulgaria: Center for the Study of Democracy, 2011. p. 24
Keywords
Integration, education, asylum seeking, children, migration
National Category
Social Sciences
Identifiers
urn:nbn:se:hh:diva-19796 (URN)978-954-477-183-6 (ISBN)
Projects
Integrating Refugee and Asylum-seeking Children in the Educational Systems of EU Member States: Evaluation and Promotion of Current Best Practices – INTEGRACE
Available from: 2012-10-05 Created: 2012-10-04 Last updated: 2018-03-22Bibliographically approved
Eklund, M., Fredriksson, U. & Taube, K. (2010). Reading among students of immigrant origin: A comparison of reading skills between students of immigrant origin and Swedish students in respect of gender, age and different types of instruction. In: Christos Govaris & Stavroula Kaldi (Ed.), The educational challenge of cultural diversity in the intercultural context (pp. 57-74). Münster: Waxmann Verlag
Open this publication in new window or tab >>Reading among students of immigrant origin: A comparison of reading skills between students of immigrant origin and Swedish students in respect of gender, age and different types of instruction
2010 (English)In: The educational challenge of cultural diversity in the intercultural context / [ed] Christos Govaris & Stavroula Kaldi, Münster: Waxmann Verlag, 2010, p. 57-74Chapter in book (Refereed)
Place, publisher, year, edition, pages
Münster: Waxmann Verlag, 2010
National Category
Educational Sciences
Identifiers
urn:nbn:se:hh:diva-21063 (URN)978-3-8309-2219-3 (ISBN)
Available from: 2013-01-15 Created: 2013-01-15 Last updated: 2015-08-21Bibliographically approved
Eklund, M. & Nelson, W. W. (2009). Looking at Democratic Intention and the Experienced Curriculum: Examples from Swedish and American Schools and Classrooms. In: [Abstract Book]: . Paper presented at The 37th Annual Congress of the Nordic Educational Research Association (NERA), Trondheim, Norway, 5-7 March, 2009 (pp. 43-43).
Open this publication in new window or tab >>Looking at Democratic Intention and the Experienced Curriculum: Examples from Swedish and American Schools and Classrooms
2009 (English)In: [Abstract Book], 2009, p. 43-43Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In the Nordic countries and in most western democracies, including the United States, there is a long and strong tradition of teaching aboutdemocracy. The “democratic assignment” for teachers and school leaders in the Swedish schools goes further than teaching about democracy. The Swedish intension is to encourage schools to become democratic organizations with students, teachers, school leaders and others in the school as participating members. We are interested in the relationship between the intention for and experience of democracy in schools. Our theoretical framework is an historical one emphasizing the importance of participatory democracy in school. America’s foremost educational philosopher, John Dewey, sees education as a necessity of social life (Dewey, 1996/1916). Most of the education writers who have addressed the broad purposes for schooling have arrived with Dewey at the conclusion that “...democracy is the most important among all the possible philosophical and political sources from which public school purpose can be derived” (Raywid, Tesconi & Warren, 1987, p. 16). We are persuaded that the term democracy – though subject to varied definitions and perceptions – best embodies the collected concepts, beliefs, and values of modern western culture that should comprise the processes and content of compulsory public schooling. We wonder, however, how much of the imperative of schooling for democracy actually resides in the conscious deliberations and intentional activities of educational practitioners. Furthermore, we are interested in the day-to-day experiences of students and teachers in relation to “participatory democracy”. Our research project is a qualitative inquiry into the perceptions of educators (school leaders, classroom teachers, and students) relative to the ideals of participatory democracy and an ethnographic description of student and teacher class experiences in selected schools and classrooms in the U.S. and Sweden. We use interview methodologies to uncover perceptions and participant observation methods to explore classroom experiences. Our intention is not to draw general conclusions about or make specific comparisons among schools or school systems in participant countries, but rather to try to better understand the relationship between intention and experience in selected environments. We hope our research will enable educators to look at their own schools in light of the democratic assignment in an effort to improve practices leading to more democratic schools and eventually more democratic, just, and peaceful societies. We think our research is relevant today because developing the scientific knowledge base of education in the Nordic countries is not a process going on in isolation from researchers from other countries. We have found that the cooperation between one researcher from Sweden and another from the United States can bring improved perspectives and deeper understanding of schools, their purpose, and the experiences those schools provide for all their constituents.

National Category
Educational Sciences
Identifiers
urn:nbn:se:hh:diva-21074 (URN)
Conference
The 37th Annual Congress of the Nordic Educational Research Association (NERA), Trondheim, Norway, 5-7 March, 2009
Available from: 2013-01-15 Created: 2013-01-15 Last updated: 2015-08-21Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-8757-926X

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