Magnus Hontvedt

• Carson, Lisabeth; Hontvedt, Magnus & Lund, Andreas (2021). Student teacher podcasting: Agency and change. Learning, Culture and Social Interaction.  ISSN 2210-6561. . doi: 10.1016/j.lcsi.2021.100514
• 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 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. . 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, In Mark S. Young & MIchael G. Lenné (ed.),  Simulators for Transportation Human Factors: Research and Practice.  CRC Press.  ISBN 9781472411433.  Kapittel 12.  s 281 - 309
• 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 & 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.

• Hontvedt, Magnus; Sandberg, Magnus & Silseth, Kenneth (2013). På spill for læring: Om dataspill som læringsressurs i skolen, I: Susanne V Knudsen (red.),  Pedagogiske tekster og ressurser i praksis.  Cappelen Damm Akademisk.  ISBN 978-82-02-42696-5.  Kapittel 8.  s 199 - 221

Se alle arbeider i Cristin

• Beal, Charlotte & Hontvedt, Magnus (2020). Hold that thought; a study of student teachers’ joint meaning making in a simulation and interaction laboratory.
• 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.
• 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?​.
• Silseth, Kenneth & Hontvedt, Magnus (2019). Studying assessment practices from an interactional perspective.
• 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 & Oddvik, Morten (2018). Fagfornying fra politikk til praksis.
• Hontvedt, Magnus; Prøitz, Tine Sophie & Silseth, Kenneth (2018). Tracing Learning Activities Across Policy and Practice.
• Hontvedt, Magnus; Silseth, Kenneth & Prøitz, Tine Sophie (2018). How are learning outcomes enacted and negotiated in process-oriented assessment?.
• 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 (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; Ortega, Lorena; Parilla, Angeles; Sussinos, Teresa & Gallego, Carmen (2016). Collaboration matters - symposium.
• Hontvedt, Magnus (2015). Simulations in Maritime Training: A video study of the socio-technical organisation of ship simulator training. Doktoravhandlinger forsvart ved Det utdanningsvitenskapelige fakultet, Universitetet i Oslo. 234. Fulltekst i vitenarkiv.
• Juuhl, Gudrun Kløve; Hontvedt, Magnus & Skjelbred, Dagrun (2010). Læremiddelforsking etter LK06. Eit kunnskapsoversyn. 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

• Kløvstad, Vibeke & Hontvedt, Magnus (2008). Nye nettfenomener.
• Storsul, Tanja; Arnseth, Hans Christian; Bucher, Taina; Enli, Gunn; Hontvedt, Magnus; Kløvstad, Vibeke & Maasø, Arnt (2008). New web phenomena. Government administration and the culture of sharing. Fulltekst i vitenarkiv.
• Storsul, Tanja; Arnseth, Hans Christian; Bucher, Taina; Enli, Gunn; Hontvedt, Magnus; Kløvstad, Vibeke & Maasø, Arnt (2008). Nye nettfenomener. Staten og delekulturen. Fulltekst i vitenarkiv.

Se alle arbeider i Cristin