Magnus Hontvedt

• 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. Proceedings (International Conference of the Learning Sciences). ISSN 1814-9316. doi: 10.22318/icls2024.108436.
• Hontvedt, Magnus; Solem, Marit Skarbø & Prøitz, Tine Sophie (2024). Oral Exams as Social Practice: Questions, Joint Remembering, and Co-construction. Proceedings (International Conference of the Learning Sciences). ISSN 1814-9316. doi: 10.22318/icls2024.831253.
• Wiig, Astrid Camilla; Oddvik, Morten; Hontvedt, Magnus & Næss, Rakel Rohde (2024). Å forestille seg som ressurs for å lære i digitale omgivelser - Et eksempel fra simulatorlaben SimSam. I Stenseth, Tonje & Oddvik, Morten (Red.), Læring og undervisning i en digital verden . Gyldendal Akademisk. ISSN 9788205589636. s. 198–221. Vis sammendrag

  Hvordan kan lærere effektivt utnytte mulighetene i det digitale klasserommet for å gi elevene best mulig undervisning og gode læringserfaringer? Hvilke didaktiske og kreative muligheter finnes for å skape motiverende, inviterende og gode digitale læringsmiljøer? På hvilken måte har lærerrollen endret seg? I denne boka ønsker forfatterne å tilby leseren kunnskap om og innsikt i læring og undervisning i en digital skole. Temaer som vektlegges er de grunnleggende ferdighetene i læreplanverket (LK20) og teknologi, samarbeid, samskaping, vurdering og fagsamtaler. I tillegg ønsker forfatterne å presentere perspektiver på hvordan læreren kan forstås som en balansekunstner som skal navigere i et tidvis uoversiktlig læringslandskap. En slik balanse kan for eksempel dreie seg om en bevissthet om at digitale muligheter og utfordringer ofte opptrer side om side. Forfatterne presenterer praktiske eksempler for både den kommende og utøvende læreren som kan brukes til å utvikle og reflektere over egen undervisningspraksis. Læring og undervisning i en digital verden bidrar med ny forskning fra skole- og utdanningsfeltet. Målgruppen for boka er lærerstudenter, lærere og lærerutdannere. Den er også relevant for andre som jobber med læring, skole og teknologi.

• Carson, Lisabeth; Hontvedt, Magnus & Lund, Andreas (2023). Co-constructing teacher education. Student agency and teacher educators’ responses to a student-created podcast . I Willermark, Sara; Olofsson, Anders D. & Lindberg, Ola J. (Red.), Digitalization and Digital Competence in Educational Contexts A Nordic Perspective from Policy to Practic. Routledge. ISSN 9781003355694.
• Beal, Charlotte & Hontvedt, Magnus (2023). Video-based mind maps in higher education: A design-based research study of pre-service teachers' co-construction of shared knowledge. Learning, Culture and Social Interaction. ISSN 2210-6561. 41. doi: 10.1016/j.lcsi.2023.100720. Fulltekst i vitenarkiv
• Hontvedt, Magnus; Prøitz, Tine Sophie & Silseth, Kenneth (2022). Collaborative display of competence: A case study of process-oriented video-based assessment in schools. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 121(January 2023). doi: 10.1016/j.tate.2022.103948. Fulltekst i vitenarkiv
• Lie, Hanne Cathrine; Gerwing, Jennifer; Bondevik, Hilde; Bostad, Inga; Ellingsen, Dan-Mikael & Frühholz, Sascha [Vis alle 12 forfattere av denne artikkelen] (2022). Studying clinical communication through multiple lenses: The underused potential of inter-disciplinary collaborations. Patient Education and Counseling. ISSN 0738-3991. doi: 10.1016/j.pec.2022.04.010. Vis sammendrag

  In the era of evidence-based medicine, surprisingly little attention is given to the practice of evidence-based communication skills and strategies to provide the best and most efficient patient care, perhaps due to the infinitely complex nature of clinical communication. Multiple models for ‘best practice’ exist, but they tend to focus on what skills and strategies to use, paying less attention to how they should be used in which contexts and situations for best effects [1]. Disentangling the complexities of effective clinical communication would therefore require insights from other disciplines outside medicine, including their theoretical models, empirical knowledge, and research methods, concerning the study of human communication and interaction, as well as medical, ethical, legal, philosophical, existential, cultural, and organizational perspectives. Although several disciplines study clinical communication, this is often done in isolation, without integrating efforts beyond a few selected disciplines, e.g., medicine, linguistics, or social psychology [[1], [2], [3], [4]]. Given the multiple levels of complexity in clinical communication research, we need to move beyond this fragmented approach to answer questions about what works, for what reasons, and in which contexts. These Association Pages aim to provide insights to move forward towards interdisciplinary research of clinical communication. As a primer to help build bridges across disciplines, we have asked experts from medicine, cognitive neuroscience, psychology, philosophy, linguistics, medical ethics, and educational sciences these two questions: “What fascinates you about clinical communication?” and “Which methodological tools do you tend to use to study it?“. We have summarized the responses below and provided a suggestion for how these different experts may work together in an interdisciplinary effort to generate new and needed knowledge of what is effective clinical communication, how it works and why, which can be translated into clinical practice and training.

• Silseth, Kenneth; Hontvedt, Magnus & Mäkitalo, Åsa (2022). Teachers’ enactment of policy in classrooms: making students accountable through inscriptions from the curriculum in classroom interactions. European Journal of Psychology of Education. ISSN 0256-2928. 38(2), s. 881–902. doi: 10.1007/s10212-022-00610-3.
• Carson, Lisabeth; Hontvedt, Magnus & Lund, Andreas (2021). Student teacher podcasting: Agency and change. Learning, Culture and Social Interaction. ISSN 2210-6561. 29, s. 1–13. doi: 10.1016/j.lcsi.2021.100514. Fulltekst i vitenarkiv
• Hontvedt, Magnus; Oddvik, Morten & Næss, Rakel Rohde (2020). Videolekser som ressurs for lesing og undervisning i lærerutdanning – En studie av hvordan samarbeid og partnerskap kan utvikles rundt lærerstudenters videoinnspilte leserefleksjoner. Acta Didactica Norden (ADNO). ISSN 2535-8219. 14(2). doi: 10.5617/adno.7916. Fulltekst i vitenarkiv Vis sammendrag

  Denne artikkelen rapporterer fra et pågående designeksperiment der et konsept kalt «videolekser» ble introdusert for å få innsikt i lærerstudenters lese- og læringsprosess. Konseptet ble laget i samarbeid mellom underviserne på universitetet og en lærer i kombinasjonsstilling. Videoleksene innebar at studentene spilte inn korte filmer der de reflekterte over egen lesing før de møtte til undervisning. Prosjektet ble gjennomført i et masteremne (år 4 av 5) ved et norsk universitet. Studien følger til sammen 47 lærerstudenter som tok emnet i løpet av en to-årsperiode. Datamaterialet består av 118 refleksjonsvideoer. Materialet er kodet, og utvalgte utdrag fra filmene presenteres og analyseres med interaksjonsanalyse. I artikkelen synliggjøres videoleksene som en form for videobasert støtte til lærerstudentenes lese- og læreprosess, med mulighet for å komme i kontakt med studentenes ofte «tause» selvstendige lesing. Studien konkluderer med at bruken av video har potensial til å skape felles fokus, og under bestemte forutsetninger bidra til å skape partnerskap og relevans i lærerutdanningen.

• Hontvedt, Magnus; Silseth, Kenneth & Wittek, Anne Line (2019). Professional Collaboration in Teacher Support Teams—A Study of Teacher and Nurse Educators’ Creative Problem-Solving in a Shared Space for Professional Development. Scandinavian Journal of Educational Research. ISSN 0031-3831. 65(2), s. 240–257. doi: 10.1080/00313831.2019.1665098. Fulltekst i vitenarkiv Vis sammendrag

  This paper reports on a study of Teacher Support Teams (TSTs) established to generate peer support and collaboration among teacher and nurse educators at a Norwegian university. In TST groups, educators share experiences from their own teaching practices and support one another in solving work-related problems. By the use of interaction analysis, three types of support were identified: (1) sharing solutions to teaching-related problems, (2) providing personal and emotional support and (3) creative problem-solving. The findings show that the participants’ dissimilar professional backgrounds and their positioning as “peers” rather than “experts” functioned as important drivers for creative problem-solving processes.

• Hontvedt, Magnus & Øvergård, Kjell Ivar (2019). Simulations at work — a framework for configuring simulation fidelity with training objectives. Computer Supported Cooperative Work (CSCW). ISSN 0925-9724. 29, s. 85–113. doi: 10.1007/s10606-019-09367-8. Fulltekst i vitenarkiv Vis sammendrag

  This study aims to provide framework for considering fidelity in the design of simulator training. Simulator fidelity is often characterised as the level of physical and visual similarity with real work settings, and the importance of simulator fidelity in the creation of learning activities has been extensively debated. Based on a selected literature review and fieldwork on ship simulator training, this study provides a conceptual framework for fidelity requirements in simulator training. This framework is applied to an empirical example from a case of ship simulator training. The study identifies three types of simulator fidelity that might be useful from a trainer’s perspective. By introducing a framework of technical, psychological and interactional fidelity and linking these concepts to different levels of training and targeted learning outcomes, the study demonstrates how the fidelity of the simulation relates to the level of expertise targeted in training. The framework adds to the body of knowledge on simulator training by providing guidelines for the different ways in which simulators can increase professional expertise, without separating the learning activity from cooperative work performance.

• Øvergård, Kjell Ivar; Sørensen, Linda Johnstone; Hontvedt, Magnus; Smit, Paul Nikolai & Nazir, Salman (2017). Maritime Bridge Crew Training. I Young, Mark S. & Lenné, MIchael G. (Red.), Simulators for Transportation Human Factors: Research and Practice. CRC Press. ISSN 9781472411433. s. 281–309. doi: 10.1201/9781315609126-12.
• Hontvedt, Magnus (2015). Professional vision in simulated environments — Examining professional maritime pilots' performance of work tasks in a full-mission ship simulator. Learning, Culture and Social Interaction. ISSN 2210-6561. 7, s. 71–84. doi: 10.1016/j.lcsi.2015.07.003. Vis sammendrag

  This paper reports on a qualitative study of professional maritime pilots who used a ship simulator to train for cruise ship navigation in high winds by the use of Azipod propellers. The instructional design of the exercise involves the participants experiencing work-like situations in the simulators and then reflecting on these situations in debriefings. Interaction analysis of the maritime pilots' training showed that simulator training has distinct advantages. However, the detailed analysis of the pilots' issues with the simulator's accuracy also demonstrated that a lack of photorealism and fidelity in the simulator's visual display may have affected the dynamics of the work tasks for which pilots are trained. The results of the analysis showed that the participants' professional perception of work environments — their professional vision — may come in conflict with an instructional strategy to isolate certain elements of the learning objective from the total experience. The article concludes by arguing that the organisation of simulator training must consider whether the degree of fidelity meets the requirements of the situated work tasks and learning objectives, while also attending to the specific nature of the professionals' expertise.

• Hontvedt, Magnus; Sandberg, Magnus & Silseth, Kenneth (2013). På spill for læring: Om dataspill som læringsressurs i skolen. I Knudsen, Susanne V (Red.), Pedagogiske tekster og ressurser i praksis. Cappelen Damm Akademisk. ISSN 978-82-02-42696-5. s. 199–221.
• Hontvedt, Magnus & Arnseth, Hans Christian (2013). On the bridge to learn: Analysing the social organization of nautical instruction in a ship simulator. International Journal of Computer-Supported Collaborative Learning. ISSN 1556-1607. 8(1), s. 89–112. doi: 10.1007/s11412-013-9166-3. Vis sammendrag

  Research on simulator training has rarely focused on the way simulated contexts are constructed collaboratively. This study sheds light on how structuring role-play and fostering social interactions may prove fruitful for designing simulator training. The article reports on a qualitative study of nautical students training in a ship simulator. The study examines how a group of students, together with a professional maritime pilot, enacted professional roles and collaboratively constructed a simulated context for learning to navigate. Their activities on the bridge were framed within the maritime profession’s hierarchical system of captain and officers, and we examine in detail how these institutionally defined positions become important resources for meaning-making during role-play. The article portrays how two competing activity contexts were constructed, and how the role-play provided opportunities for enacting professional roles and work tasks. However, it also shows that it is challenging to pick up on what is significant to learn and to confront this in debriefing. The article concludes that the students’ collaboration and meaning-making is an entity of training that may be more efficiently addressed.

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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. Vis sammendrag

  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.

• 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. .
• 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. Vis sammendrag

  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.

• 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.
• Hontvedt, Magnus (2023). Læring i høyere utdanning — Noen sentrale forskningsfunn og forslag til læringsaktiviteter.
• Hontvedt, Magnus & Oddvik, Morten (2022). Digital universitetspedagogikk for Menighetsfakultetet.
• Hontvedt, Magnus & de Lange, Thomas (2022). Vurdering i høyere utdanning .
• Hontvedt, Magnus & de Lange, Thomas (2022). Vurdering i høyere utdanning: Om samspill mellom vurderingsformer og læreprosesser i profesjonsutdanningene.
• Hontvedt, Magnus & Oddvik, Morten (2022). E-learning in Teacher Education: Opportunities, challenges and lessons learned.
• Hontvedt, Magnus; Solem, Marit Skarbø & Prøitz, Tine Sophie (2022). Oral assessment as memory practice .
• Næss, Rakel Rohde; Oddvik, Morten & Hontvedt, Magnus (2021). Strengthening Feedback Culture Using Video Blogging in Teacher Education.
• Beal, Charlotte; Hontvedt, Magnus & Solem, Marit Skarbø (2021). Video-based Collaborative Learning and Multimodal Assessment in Teacher Education.
• Hontvedt, Magnus; Solem, Marit Skarbø & Prøitz, Tine Sophie (2020). Assessment as Memory Practice.
• Prøitz, Tine Sophie & Hontvedt, Magnus (2020). Learning outcomes changing education policy and education practice.
• Beal, Charlotte & Hontvedt, Magnus (2020). Hold that thought; a study of student teachers’ joint meaning making in a simulation and interaction laboratory .
• Silseth, Kenneth & Hontvedt, Magnus (2019). Studying assessment practices from an interactional perspective.
• 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?​.
• Hontvedt, Magnus; Silseth, Kenneth & Prøitz, Tine Sophie (2018). How are learning outcomes enacted and negotiated in process-oriented assessment?
• Hontvedt, Magnus & Oddvik, Morten (2018). Fagfornying fra politikk til praksis.
• Hontvedt, Magnus & Krange, Ingeborg (2018). High Intensity Learning? — A video-study of academic achievement and physical activities in a 4th grade math class .
• Hontvedt, Magnus; Silseth, Kenneth & Prøitz, Tine Sophie (2018). How are learning outcomes enacted and negotiated in process-oriented assessment?
• Hontvedt, Magnus; Prøitz, Tine Sophie & Silseth, Kenneth (2018). Tracing Learning Activities Across Policy and Practice.
• Hontvedt, Magnus; Prøitz, Tine Sophie & Silseth, Kenneth (2017). Tracing learning outcomes across policy and practice.
• 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.
• Wittek, Anne Line; Thompson, Ian; Daniels, Harry; Makitalo, Åsa; Hontvedt, Magnus & Silseth, Kenneth [Vis alle 10 forfattere av denne artikkelen] (2016). Collaboration matters - symposium.
• Kløvstad, Vibeke & Hontvedt, Magnus (2008). Nye nettfenomener.
• 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.
• 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
• Juuhl, Gudrun Kløve; Hontvedt, Magnus & Skjelbred, Dagrun (2010). Læremiddelforsking etter LK06. Eit kunnskapsoversyn. Universitetet i Sørøst-Norge/Universitetet i Søraust-Noreg. ISSN 9788278602188. Vis sammendrag

  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

• Storsul, Tanja; Arnseth, Hans Christian; Bucher, Taina; Enli, Gunn; Hontvedt, Magnus & Kløvstad, Vibeke [Vis alle 7 forfattere av denne artikkelen] (2008). Nye nettfenomener. Staten og delekulturen. Institutt for medier og kommunikasjon og Forsknings- og kompetansenettverk for IT i utdanning. Fulltekst i vitenarkiv
• Storsul, Tanja; Arnseth, Hans Christian; Bucher, Taina; Enli, Gunn; Hontvedt, Magnus & Kløvstad, Vibeke [Vis alle 7 forfattere av denne artikkelen] (2008). New web phenomena. Government administration and the culture of sharing. Universitetet i Oslo. Fulltekst i vitenarkiv

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