Magnus Hontvedt

• 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.
• 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. 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
• 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
• 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; Solem, Marit Skarbø & Prøitz, Tine Sophie (2022). Oral assessment as memory practice .
• 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.
• 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. Høgskolen i Vestfold. 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. IMK and ITU, University of Oslo. Fulltekst i vitenarkiv

Se alle arbeider i Cristin