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Hontvedt, Magnus; Oddvik, Morten & Næss, Rakel Rohde
(2024).
Epistemic Agency in Teacher Education: A Design-Based Research Study of Students’ Video Reflections on Course Readings.
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In higher education, reading research-based literature is a key practice for students and their educators. However, students are newcomers to this practice, and to support them, educators need to find ways to monitor the “silent” processes of student reading. Thus, we employed a sociocultural perspective to design the concept of “video reflections,” allowing insight into students’ reading processes. The analysis revealed that students used video clips to reflect upon their course readings and that, as part of the material, the students oriented toward relations between texts. Such link-making is a possible focus of attention for identifying and supporting epistemic agency among students in future practice.
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Krange, Ingeborg Hognestad & Hontvedt, Magnus
(2023).
On the Move to Learn – A video-study of academic achievement and physical activities in a 4th grade math class. .
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Hontvedt, Magnus; Beal, Charlotte; Solem, Marit Skarbø; Stenseth, Tonje; Strøm, Ann Kristin & de Lange, Thomas
(2023).
A review of interactive use of video for learning and assessment in higher education.
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Video-based technologies have become increasingly important in higher education, especially concerning online teaching. Interactive uses of video, such as watching a video together with a peer, have proved to increase the effectiveness of videos for learning. The current review focuses on interactive uses of video, defined as video usage through which students actively respond to and engage with each other, either by using an online platform or by using video as a shared object of scrutiny in co-located settings. Existing reviews tend to provide a bird’s-eye view of the use of video for learning and assessment. We find it pertinent to review explorative studies that investigate such practices in depth. Accordingly, we employ a framework synthesis approach to review research on the interactive use of video technology for learning and assessment in higher education. We found more studies that cover interactive use of video as part of learning designs than of assessment and fewer studies that analyse learning activities and assessment in relation to each other. The studies cover a range of tools, strategies and objectives for configuring video into learning designs and assessment practices in a wide range of subjects. There seems to be a lack of a unified research agenda and a need to gain conceptual clarity. Through the review work, we generated a thorough conceptual framework that provides an overview and a better understanding of this emerging research field.
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Omland, Maren; Amundrud, Anja; Hontvedt, Magnus; Hermansen, Hege; Siddiq, Fazilat & Rudningen, Gudrun
[Vis alle 8 forfattere av denne artikkelen]
(2023).
Co-creation and student-staff partnership in higher education.
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Hontvedt, Magnus
(2023).
Læring i høyere utdanning — Noen sentrale forskningsfunn og forslag til læringsaktiviteter.
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Hontvedt, Magnus & Oddvik, Morten
(2022).
Digital universitetspedagogikk for Menighetsfakultetet.
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Hontvedt, Magnus & de Lange, Thomas
(2022).
Vurdering i høyere utdanning
.
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Hontvedt, Magnus & de Lange, Thomas
(2022).
Vurdering i høyere utdanning: Om samspill mellom vurderingsformer og læreprosesser i profesjonsutdanningene.
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Hontvedt, Magnus & Oddvik, Morten
(2022).
E-learning in Teacher Education: Opportunities, challenges and lessons learned.
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Hontvedt, Magnus; Solem, Marit Skarbø & Prøitz, Tine Sophie
(2022).
Oral assessment as memory practice .
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Næss, Rakel Rohde; Oddvik, Morten & Hontvedt, Magnus
(2021).
Strengthening Feedback Culture Using Video Blogging in Teacher Education.
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Beal, Charlotte; Hontvedt, Magnus & Solem, Marit Skarbø
(2021).
Video-based Collaborative Learning and Multimodal Assessment in Teacher Education.
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Hontvedt, Magnus; Solem, Marit Skarbø & Prøitz, Tine Sophie
(2020).
Assessment as Memory Practice.
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Prøitz, Tine Sophie & Hontvedt, Magnus
(2020).
Learning outcomes changing education policy and education practice.
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Beal, Charlotte & Hontvedt, Magnus
(2020).
Hold that thought; a study of student teachers’ joint meaning making in a simulation and interaction laboratory .
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Silseth, Kenneth & Hontvedt, Magnus
(2019).
Studying assessment practices from an interactional perspective.
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Næss, Rakel Rohde; Oddvik, Morten & Hontvedt, Magnus
(2019).
Video Blogging in Teacher Education
How are teacher students employing university-initiated video blogs as social spaces for articulating and enacting academic discourse?.
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Hontvedt, Magnus; Silseth, Kenneth & Prøitz, Tine Sophie
(2018).
How are learning outcomes enacted and negotiated in process-oriented assessment?
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Hontvedt, Magnus & Oddvik, Morten
(2018).
Fagfornying fra politikk til praksis.
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Hontvedt, Magnus & Krange, Ingeborg
(2018).
High Intensity Learning?
— A video-study of academic achievement and physical activities in a 4th grade math class
.
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Hontvedt, Magnus; Silseth, Kenneth & Prøitz, Tine Sophie
(2018).
How are learning outcomes enacted and negotiated in process-oriented assessment?
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Hontvedt, Magnus; Prøitz, Tine Sophie & Silseth, Kenneth
(2018).
Tracing Learning Activities Across Policy and Practice.
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Hontvedt, Magnus; Prøitz, Tine Sophie & Silseth, Kenneth
(2017).
Tracing learning outcomes across policy and practice.
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Wittek, Anne Line; Silseth, Kenneth & Hontvedt, Magnus
(2016).
Professional Collaboration in teacher Support Teams - a study of creative problem-solving processes among teacher and nurse educators.
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Kløvstad, Vibeke & Hontvedt, Magnus
(2008).
Nye nettfenomener.
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Næss, Rakel Rohde; Oddvik, Morten; Hontvedt, Magnus; Wiig, Astrid Camilla & Beal, Charlotte
(2022).
Den Magiske Fabrikken —
Lærerstudenter som innovatører for læring om bærekraftig utvikling. Et forsknings- og utviklingsprosjekt om konstruksjon av opplevelsesbaserte undervisningsopplegg på Den Magiske Fabrikken.
Universitetet i Sørøst-Norge/Universitetet i Søraust-Noreg.
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Hontvedt, Magnus
(2015).
Simulations in Maritime Training:
A video study of the socio-technical organisation of ship simulator training
.
Unipub forlag.
ISSN 1501-8962.
Fulltekst i vitenarkiv
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Juuhl, Gudrun Kløve; Hontvedt, Magnus & Skjelbred, Dagrun
(2010).
Læremiddelforsking etter LK06. Eit kunnskapsoversyn.
Universitetet i Sørøst-Norge/Universitetet i Søraust-Noreg.
ISSN 9788278602188.
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Rapporten er basert på en gjennomgang og systematisering av eksisterende forskning og annen dokumentasjon i Norge om læremidler etter innføringen av læreplanverket for Kunnskapsløftet (LK06), utført i juni-august 2010. Studien har særlig fokus på tre hovedområder: Valg, vurdering og bruk av læremidler; digitale læremidler og læremidler og tilpasset opplæring. Rapporten identifiserer kunnskapsbehov og gir innspill til aktuelle problemstillinger for videre forskning Rapporten er utarbeidet på oppdrag fra Utdanningsdirektoratet
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