Magnus Hontvedt

• Strøm, Ann Kristin; Hontvedt, Magnus & Silseth, Kenneth (2025). Using Collaborative Video Annotation to Foster Epistemic Coherence in Teacher Education. Proceedings of the 18th International Conference on Computer-Supported Collaborative Learning - CSCL 2025. p. 261–265. doi: 10.22318/cscl2025.105178. Full text in Research Archive
• Omland, Maren; Hontvedt, Magnus; Siddiq, Fazilat; Amundrud, Anja; Hermansen, Hege & Mathisen, Maiken Andrea Simmersholm [Show all 8 contributors for this article] (2025). Co-creation in higher education: a conceptual systematic review. Higher Education. ISSN 0018-1560. doi: 10.1007/s10734-024-01364-1. Full text in Research Archive Show summary

  Co-creation constitutes a novel pedagogical approach for enhancing teaching and learning in higher education. When students and staff collaborate to improve curriculum, pedagogical resources, and the development of students’ roles as peer-mentors or teaching assistants, it has led to increased learning outcomes, more inclusive practices, empowered students, and improved relationships between students and staff. In this conceptual systematic review of 222 research articles, we investigate characteristics of research on co-creation and analyse how the interactions constituting co-creation have been conceptualised. We identified dialogue, positioning, agency, and voice as core concepts describing co-creational interactions. These concepts are highly interconnected and were examined both as products of co-creation and as vital elements for co-creation to be productive. Based on these findings, we developed an analytical framework serving (a) to inform analyses of co-creational interaction and (b) as a model for educators designing co-creational activities. We further contribute to the theoretical underpinning of co-creation by discussing how dialogic theories can inform investigations of co-creational interactions in future research. We argue that there is a range of research questions related to the interactions constituting co-creation that are not sufficiently investigated. We suggest that future research should be directed towards observational studies of these interactions to develop knowledge on how educators can interact inclusively with students, fostering agency and positioning students as significant contributors to educational processes in higher education.

• 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. In Stenseth, Tonje & Oddvik, Morten (Ed.), Læring og undervisning i en digital verden. Gyldendal Akademisk. ISSN 9788205589636. p. 198–221. Full text in Research Archive Show summary

  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.

• 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. p. 1271–1274. doi: 10.22318/icls2024.108436. Full text in Research Archive
• 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. p. 402–409. doi: 10.22318/icls2024.831253. Full text in Research Archive
• 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. Full text in Research Archive Show summary

  In this design-based study first-year pre-service teachers co-constructed video-based mind maps as part of a pedagogy course. The students produced self-made group videos and uploaded them to a joint platform before working with peers' group videos in a mind map structure. The course topic was learning sciences research, and the goal was to create a shared understanding about the course content before an upcoming exam. The study has been grounded in a sociocultural perspective on human activity and learning, employing interaction analysis to investigate how digital tools can support students' collaborative reading and understanding of key concepts in academic literature. By scrutinising video recordings of both in-room and on-screen activities, we analyse how five groups of pre-service teachers collaborated during the co-construction of videos, and how they interacted with fellow students' group videos. Findings demonstrate that the students interacted intently with each other's work and constituted the mind map as a point of convergence and resource for meaning making and collaboration within the student class community. The study shows that video-based mind maps can provide material and social structures for collaboration and that fellow students' group videos formed knowledge objects that generated in-depth conversations among peers about the subject matter.

• Carson, Lisabeth; Hontvedt, Magnus & Lund, Andreas (2023). Co-constructing teacher education. Student agency and teacher educators’ responses to a student-created podcast. In Willermark, Sara; Olofsson, Anders D. & Lindberg, Ola J. (Ed.), Digitalization and Digital Competence in Educational Contexts A Nordic Perspective from Policy to Practic. Routledge. ISSN 9781003355694. Full text in Research Archive
• Lie, Hanne Cathrine; Gerwing, Jennifer; Bondevik, Hilde; Bostad, Inga; Ellingsen, Dan-Mikael & Frühholz, Sascha [Show all 12 contributors for this article] (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. Full text in Research Archive Show summary

  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 (EJPE). ISSN 0256-2928. 38(2), p. 881–902. doi: 10.1007/s10212-022-00610-3. Full text in Research Archive
• 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. Full text in Research Archive Show summary

  This paper presents a case study of process-oriented assessment in a Norwegian secondary school. We investigate the teachers' design of a process-oriented and video-based assessment, shedding light on how student collaboration and competence was displayed and made assessable in video-recorded group assessments. The results reveal that, although this is a highly complex assessment format, student group videos can be integrated within process-oriented assessment in ways that allow for assessing students’ collaborative work.

• Carson, Lisabeth; Hontvedt, Magnus & Lund, Andreas (2021). Student teacher podcasting: Agency and change. Learning, Culture and Social Interaction. ISSN 2210-6561. 29, p. 1–13. doi: 10.1016/j.lcsi.2021.100514. Full text in Research Archive Show summary

  This article aimed to investigate how student podcasts, under specific circumstances, can constitute a novel and potentially powerful format for student agency. We examined a specific teacher education programme in which a student initiated podcast was created as a space for dialogue and reflection on vital educational issues. Taking a sociocultural approach, we study the enactment of agency as the student teachers critically interact with different members of the profession and educational practices. Interaction analysis was employed to shed light on how the podcast was shaped as a dialogic space that affords student teacher agency. By sharing experiences and engaging in podcasting, the student teachers create a dialogical space for connections between past, present and future and positioning themselves as future teachers when taking on professional challenges. The study can offer teacher education insights into how creating and maintaining a podcast can provide opportunities for agentic learning.

• 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). 14(2). doi: 10.5617/adno.7916. Full text in Research Archive Show summary

  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 & 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, p. 85–113. doi: 10.1007/s10606-019-09367-8. Full text in Research Archive Show summary

  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.

• 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), p. 240–257. doi: 10.1080/00313831.2019.1665098. Full text in Research Archive Show summary

  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.

• Øvergård, Kjell Ivar; Sørensen, Linda Johnstone; Hontvedt, Magnus; Smit, Paul Nikolai & Nazir, Salman (2017). Maritime Bridge Crew Training. In Young, Mark S. & Lenné, MIchael G. (Ed.), Simulators for Transportation Human Factors: Research and Practice. CRC Press. ISSN 9781472411433. p. 281–309. doi: 10.1201/9781315609126-12. Full text in Research Archive
• 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, p. 71–84. doi: 10.1016/j.lcsi.2015.07.003. Full text in Research Archive Show summary

  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 Henrik & Silseth, Kenneth (2013). På spill for læring: Om dataspill som læringsressurs i skolen. In Knudsen, Susanne V (Eds.), Pedagogiske tekster og ressurser i praksis. Cappelen Damm Akademisk. ISSN 9788202426965. p. 199–221. Full text in Research Archive
• 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), p. 89–112. doi: 10.1007/s11412-013-9166-3. Full text in Research Archive Show summary

  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.

View all works in NVA

• Beal, Charlotte & Hontvedt, Magnus (2025). Profesjonsnære og anvendbare læringsdesign. Full text in Research Archive Show summary

  Profesjonsnære og anvendbare læringsdesign fra to prosjekter: ViP, LUDO/SIMPROF

• Beal, Charlotte & Hontvedt, Magnus (2025). Vip.usn.no Video-baserte læringsformer i profesjonsutdanningen. doi: https:/vip.usn.no. Full text in Research Archive Show summary

  Nettside som formidler hvordan vi endrer profesjonsutdanninger gjennom vårt utviklings- og forskningsarbeid: undervisningsmetoder du kan ta i bruk med studentene i din egen undervisning!

• Hontvedt, Magnus; Steier, Rolf; Beal, Charlotte; Solem, Marit Skarbø & Oddvik, Morten (2025). Traced Dialogic Assessment in Teacher Education. doi: 10.22318/cscl2025.558640. Full text in Research Archive
• 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. Full text in Research Archive Show summary

  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.

• Hontvedt, Magnus; Beal, Charlotte; Solem, Marit Skarbø; Stenseth, Tonje; Strøm, Ann Kristin & Lange, Thomas de (2023). A review of interactive use of video for learning and assessment in higher education. Full text in Research Archive Show summary

  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 [Show all 8 contributors for this article] (2023). Co-creation and student-staff partnership in higher education. Full text in Research Archive
• Hontvedt, Magnus (2023). Læring i høyere utdanning — Noen sentrale forskningsfunn og forslag til læringsaktiviteter. Full text in Research Archive
• 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. Full text in Research Archive
• Hontvedt, Magnus; Solem, Marit Skarbø & Prøitz, Tine Sophie (2022). Oral assessment as memory practice. Full text in Research Archive
• Hontvedt, Magnus & Oddvik, Morten (2022). E-learning in Teacher Education: Opportunities, challenges and lessons learned. Full text in Research Archive
• Hontvedt, Magnus & Lange, Thomas de (2022). Vurdering i høyere utdanning. Full text in Research Archive
• Hontvedt, Magnus & Lange, Thomas de (2022). Vurdering i høyere utdanning: Om samspill mellom vurderingsformer og læreprosesser i profesjonsutdanningene. Full text in Research Archive
• Hontvedt, Magnus & Oddvik, Morten (2022). Digital universitetspedagogikk for Menighetsfakultetet. Full text in Research Archive
• Beal, Charlotte; Hontvedt, Magnus & Solem, Marit Skarbø (2021). Video-based Collaborative Learning and Multimodal Assessment in Teacher Education. Full text in Research Archive
• Næss, Rakel Rohde; Oddvik, Morten & Hontvedt, Magnus (2021). Strengthening Feedback Culture Using Video Blogging in Teacher Education. Full text in Research Archive
• Beal, Charlotte & Hontvedt, Magnus (2020). Hold that thought; a study of student teachers’ joint meaning making in a simulation and interaction laboratory. Full text in Research Archive
• Prøitz, Tine Sophie & Hontvedt, Magnus (2020). Learning outcomes changing education policy and education practice. Full text in Research Archive
• Hontvedt, Magnus; Solem, Marit Skarbø & Prøitz, Tine Sophie (2020). Assessment as Memory Practice. Full text in Research Archive
• Silseth, Kenneth & Hontvedt, Magnus (2019). Studying assessment practices from an interactional perspective. Full text in Research Archive
• 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?​. Full text in Research Archive
• Hontvedt, Magnus; Prøitz, Tine Sophie & Silseth, Kenneth (2018). Tracing Learning Activities Across Policy and Practice. Full text in Research Archive
• Hontvedt, Magnus & Krange, Ingeborg (2018). High Intensity Learning? — A video-study of academic achievement and physical activities in a 4th grade math class. Full text in Research Archive
• Hontvedt, Magnus; Silseth, Kenneth & Prøitz, Tine Sophie (2018). How are learning outcomes enacted and negotiated in process-oriented assessment? Full text in Research Archive
• Hontvedt, Magnus & Oddvik, Morten (2018). Fagfornying fra politikk til praksis. Full text in Research Archive
• Hontvedt, Magnus; Silseth, Kenneth & Prøitz, Tine Sophie (2018). How are learning outcomes enacted and negotiated in process-oriented assessment? Full text in Research Archive
• Hontvedt, Magnus; Prøitz, Tine Sophie & Silseth, Kenneth (2017). Tracing learning outcomes across policy and practice. Full text in Research Archive
• Wittek, Anne Line; Thompson, Ian; Daniels, Harry; Makitalo, Åsa; Hontvedt, Magnus & Silseth, Kenneth [Show all 10 contributors for this article] (2016). Collaboration matters - symposium. Full text in Research Archive
• 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. Full text in Research Archive
• Kløvstad, Vibeke & Hontvedt, Magnus (2008). Nye nettfenomener. Full text in Research Archive
• 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. ISSN 9788272067198. Full text in Research Archive Show summary

  I rapporten beskrives hvordan lærerstudenter kan være innovatører for læring om bærekraftig utvikling. Rapporten viser hvordan partnerskap mellom lærerutdannere, lærerstudenter og representanter fra arbeidslivet samarbeidet med og engasjerte seg i et resirkuleringsanlegg, kalt Den Magiske Fabrikken, for å lage innovative, opplevelsesbaserte undervisningsopplegg med temaet bærekraft. Rapporten redegjør for prosjektet i sin helhet, fra hvordan studentene ble orientert om arbeidet med å utvikle innovative undervisningsdesign om bærekraft på campus til de multimodale presentasjonene ble presentert på en workshop på simuleringssenteret SimSam. Dette er et simulerings- og samhandlingslaboratorium lokalisert ved Universitetet i Sørøst- Norge (USN). Prosjektet ble gjennomført som et design-basert prosjekt, noe som innebærer at vi bygget prosjektet på læringsteoretiske prinsipper, og endret og utviklet undervisningsdesignet basert på erfaringene som ble gjort underveis. Gjennom å utforske undervisning på innovative måter rundt temaet bærekraft fikk både lærerutdannere og studentene utviklet sin entreprenørielle kompetanse. Prosjektets tette kobling mot arbeidslivet gav fruktbare koblinger mellom universitetsutdanningen og lærerprofesjonen. Gjennom å samarbeide med arbeidslivet fikk studentene omforme pedagogiske ideer tilknyttet bærekraft til konkrete undervisningsaktiviteter. Samlet sett ser vi prosjektet som en svært verdifull forskningstilnærming for å bedre forstå hvordan utdanningsinstitusjoner kan tilrettelegge for å skape gjensidig utviklende relasjoner mellom studentaktive læringsformer, partnere i arbeidslivet og forskning. Rapporten er utformet av Rakel Rohde Næss, Morten Oddvik, Magnus Hontvedt, Camilla Wiig og Charlotte Beal. Prosjektet er ledet av Magnus Hontvedt

• Hontvedt, Magnus (2015). Simulations in Maritime Training: A video study of the socio-technical organisation of ship simulator training. Universitetet i Sørøst-Norge/Universitetet i Søraust-Noreg. Full text in Research Archive Show summary

  This thesis is situated within the field of educational research, and examines the use of ship simulators to create work-like contexts in maritime training. Within the maritime domain the use of ship simulators is customary to connect theoretical and practical aspects of seamanship. In a broader educational context, this use of simulators can be considered a strategy to overcome the gap between school and work. For investigating ship simulator training on an empirical level, training sessions were videotaped and scrutinised using interaction analysis. The thesis is founded on three studies conducted in a Norwegian educational facility between 2009 and 2014. The thesis employs sociocultural and situated approaches to learning, which posit that opportunities for learning and instruction are founded in social interaction. The main findings show that simulators may be useful for situating learning in work-like contexts. Study I shows that role-playing can be an important resource for creating work-like contexts with distinct opportunities for learning and instruction. It is suggested that future practice should address this interactional level of training more effectively. Study II examines how maritime pilots enacted a simulated training environment and shows that full-mission simulations need to be closely linked to participants’ professional ways of solving work tasks—their professional vision. Study III outlines a framework for aligning learning objectives, simulator technology and learning outcomes in simulator training. This framework was developed to support trainers in their efforts to configure the socio-technical organisation of training. Together, the three studies that form this thesis provide findings on the ways in which simulations can provide technological and social scaffolding for enacting work tasks in a safe and controlled setting. These findings contribute to earlier studies on simulation-based training as well as to studies of learning as a situated activity

• Juuhl, Gudrun Kløve; Hontvedt, Magnus & Skjelbred, Dagrun (2010). Læremiddelforsking etter LK06. Eit kunnskapsoversyn. Universitetet i Sørøst-Norge/Universitetet i Søraust-Noreg. ISSN 9788278602188. Full text in Research Archive Show summary

  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 [Show all 7 contributors for this article] (2008). Nye nettfenomener. Staten og delekulturen. Institutt for medier og kommunikasjon og Forsknings- og kompetansenettverk for IT i utdanning. Full text in Research Archive Show summary

  Ungdom bruker mye tid på Internett, og nettsamfunn er en viktig del av ungdoms Internett-bruk. Nettsamfunn er nettjenester der brukerne enkelt kan skape, dele og distribuere informasjon og medieinnhold. Typiske eksempler er YouTube, Facebook og Nettby. For ungdom har nettsamfunn stor betydning som kommunikasjonskanaler der de knytter sosiale bånd, bygger nettverk og deler informasjon og opplevelser. Denne rapporten handler om hvordan unge bruker slike nye nettfenomener, og hva dette kan bety for staten. Internett er det største mediet blant ungdom. Blant 16–19-åringer har Internett gått forbi fjernsynet som det mediet flest bruker hver dag, og nettet brukes gjennom hele dagen. Ungdom bruker nettet aller mest til kommunikasjon. 74 % av 16–19-åringene sender og mottar e-post en eller flere ganger daglig, 70 % deltar i nettsamfunn en eller flere ganger daglig, og 66 % prater på MSN Messenger eller liknende tjenester en eller flere ganger daglig. Ungdom bruker imidlertid også Internett til å finne informasjon. 67 % bruker søkemotorer en eller flere ganger daglig, og 64 % leser nyheter en eller flere ganger daglig. Facebook er det nettsamfunnet som dominerer blant 16–19-åringene. 59 % bruker Facebook en eller flere ganger daglig. Legger vi til de som bruker Facebook ukentlig, er hele 77 % av de unge Facebook-brukere. Til sammenlikning er Nettby det største norske nettsamfunnet. 24 % av de unge bruker Nettby en eller flere ganger daglig. Med de ukentlige Nettbybrukerne kommer vi opp i 31 %. YouTube har også mange brukere, men her er det den ukentlige bruken som dominerer. 71 % av de unge bruker YouTube ukentlig eller oftere. YouTube oppleves i mindre grad som et nettsamfunn og mer som et sted for opplevelser og underholdning. De fleste er innom nettsamfunnene de bruker flere ganger om dagen, men kun noen få minutter hver gang. Størstedelen av de unge oppgir at de bruker under en halv time om dagen på nettsamfunn. Ungdom flytter raskt fra nettsamfunn de blir lei av, og de flytter i flokk sammen med vennene sine. Den fremste grunnen til at de flytter fra et nettsamfunn er at de opplever nettsamfunnet som kjedelig og at vennene flytter. De trekkes mot nettsamfunn der de treffer vennene sine. Ungdommene opplever at nettsamfunn først og fremst er sosiale og underholdende. De er mer ambivalente til i hvilken grad de også bruker nettsamfunn til mer nytteorienterte formål som å søke informasjon. Ungdommene møtes og prates på nettsamfunn, om alle slags tema, seriøse som useriøse. Nettsamfunn er arenaer der det ikke er så lett å skille mellom nyttige og unyttige sysler. Som på kafé, på festival eller på løkka, er det steder der ungdommene møtes og deler både vitser og informasjon.

• Storsul, Tanja; Arnseth, Hans Christian; Bucher, Taina; Enli, Gunn; Hontvedt, Magnus & Kløvstad, Vibeke [Show all 7 contributors for this article] (2008). New web phenomena. Government administration and the culture of sharing. Universitetet i Oslo. Full text in Research Archive Show summary

  Teenagers spend a lot of time on the Internet and social networking sites constitute an important part of their Internet use. Social networking sites are web services that make is easy for the users to create, share and distribute media content. Typical examples include YouTube, Facebook and Nettby. Social networking sites are important for teenagers, as communication channels for establishing social connections, for building networks and for sharing information and experiences. This report is concerned with how teenagers use such new web phenomena and the implication this may have for government administration. Internet is the medium that teenagers use the most. Internet use has now surpassed television as the medium16-19 year-olds use the most. The Internet is used all through the day. Teenagers use the web mostly for communicational purposes. 74% of 16-19 year-olds send and receive e-mail at least once a day, 70% participate in social networking sites at least once a day, and 66% chat via MSN Messenger or related services once or more a day. Teenagers furthermore use the Internet to look for information. 67% use search engines and 64% read online news once or more a day. Facebook is the most pervasive social networking sites among 16- 19 year-olds. 59% use Facebook at least once a day. On a weekly basis 77% use Facebook. By comparison, Nettby, the largest Norwegian social networking site is used daily by 24% of the young people in this study. Along with the weekly users of Nettby, the numbers rise up to 31%. YouTube also has a large numbers of users, but more on a weekly basis. 71% of the young people use YouTube once or more a week. YouTube is seen as a place for entertainment and adventure more than a social networking site. Most of the people visit social networking sites several times per day, however only for a few minutes each time. The vast majority say they use social networking sites less than half an hour a day. Teenagers move quickly away from social networking sites they get bored off, and they move in herds along with their friends. The main reasons for moving away from social networking sites are that they experience it as boring and that their friends are leaving. Teenagers are attracted by the social networking sites their friends participate in.

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