Digital Learning Communities Artificial Intelligence Centre (DLCAIC)
Main content
Digital Learning Communities Artificial Intelligence Centre (DLCAIC) is a consortium comprising more than forty partners, user partners, and networks. The primary purpose of DLCAIC is to advance our AI research, which began in 2015, and to establish a national research centre for artificial intelligence spanning the education, defence, police, and health sectors, thereby strengthening AI research and competence in Norway.
The integration of artificial intelligence into the educational domains of these four sectors is still at a relatively early stage. While numerous promising AI initiatives are already underway, there remains a need for more sector-specific knowledge, stronger institutional preparedness, and a more robust evidence base for the responsible and effective use of AI.
DLCAIC seeks to address these needs through innovative and interdisciplinary AI research, a comprehensive national consortium, a strong funding base, AI-driven innovation, systematic competence-building, and five thematic AI research areas.
DLCAIC has not yet received research funding to establish a national research centre, but through strategic collaborations and competitive research proposals over the coming years, the consortium will continue its efforts to secure the funding necessary to realise this ambition.
Research partners:
The following partners and individual researchers are involved in DLCAIC: University of Oslo, University of Gothenburg, Norwegian School of Sport Sciences, Norwegian Defence University College, Norwegian Police University College, Manchester Metropolitan University, University of Bristol, Stanford University, University of California, Norwegian Institute of Public Health, Wenger-Trayner Social Learning Lab, LIVV Health, the research schools NORED and GRADE, Inland Norway University of Applied Sciences, Knowledge Centre for Education, Norwegian Defence Research Establishment, Western Norway University of Applied Sciences, Volda University College, TK-Vestland, NIFU, UiT The Arctic University of Norway, NTNU, University of South-Eastern Norway, and University of Bergen.
User partners and networks:
In addition to the 25 research partners and individual researchers, DLCAIC also collaborates with many user partners and networks: ALREK Health Cluster, Pandemic Centre, Rafto Foundation, Vestland County Council, Haukeland University Hospital, Sørlandet Private Hospital, Nordlys AI, HK-Dir, Norwegian Directorate for Education and Training, Bouvet, ITERA, Its Learning, Microsoft AI, Dr. Anne Lee Consultancy, Fjordbyte, Wichmann-Hansen Academic Supervision, BrAInXR, PwC, Rambøll, the Norwegian PhD Candidate Organization, the Norwegian Council for Mental Health, and the Police Federation of Vest.
Research Director of DLCAIC: Rune Johan Krumsvik, Professor, University of Bergen
Chair of the Board, DLCAIC: Saira Basit, Dean, Norwegian Defence University College
Work Package Leaders:
WP 1: Professor Olav Tenstad, Faculty of Medicine, University of Bergen
WP 2: Associate Professor Kjetil Enstad, Norwegian Defence University College
WP 3: Senior Researcher Børge Sivertsen, Norwegian Institute of Public Health
WP 4: Professor Cathy Lewin, Manchester Metropolitan University
WP 5: Professor Elin Kolle, Norwegian School of Sport Sciences
DLCAIC focus in the five work packages (WP):
Work package 1: Large Language Models, digital health, digital competence, formative assessment, and active learning
Work package 2: Large Language Models, formative assessment, active learning, intelligent tutoring systems, and communities of practice
Work package 3: AI, algorithm-generated technology exposure, digital health, counterproductive feedback, learning loss, active learning, and mental health
Work package 4: AI, inclusion, digital divides, social mobility, digital health, shutdown technology, learning, and formative assessment
Work package 5: Active learning, health empowerment, wearables, digital health, biohacking, feedback, and shutdown technology
Selected DLCAIC innovations (two of six domain-specific chatbots):
Krumsvik, R.J. (2023). DLCAIC’s writing the synopsis companion. https://chatgpt.com/g/g-T6wJuA5tr-dlcaics-writing-the-synopsis-companion
Krumsvik, R.J. (2024). DLCAIC’s health empowerment & biohacking chatbot. https://chatgpt.com/g/g-W5l1Thuzx-dlcaic-s-biohacking-ai
Selected DLCAIC publications:
Krumsvik, R. J. (2024). Artificial intelligence in nurse education – A new sparring partner? GPT-4 capabilities of formative and summative assessment in National Examination in Anatomy, Physiology, and Biochemistry. Nordic Journal of Digital Literacy, 19(3), 172–186. https://doi.org/10.18261/njdl.19.3.5
Krumsvik, R.J. (2024). Chatbots and academic writing for doctoral students. Educ Inf Technol. https://doi.org/10.1007/s10639-024-13177-x
Krumsvik, R. J. (2025). GPT-4’s capabilities for formative and summative assessments in Norwegian medicine exams—An intrinsic case study in the early phase of intervention. Frontiers in Medicine, 12, 1441747. https://doi.org/10.3389/fmed.2025.1441747
- Johansen, M. O., Krumsvik, R. J., & Slettvoll, V. (2026). Timing is survival: Modeling how earlier calls improve cardiac arrest outcomes. Frontiers in Digital Health, 7, 1695377. https://doi.org/10.3389/fdgth.2025.1695377
Krumsvik, R. J., Johansen, M. O., & Slettvoll, V. (2025). Artificial intelligence, health empowerment, and the general practitioner scheme. Digital Health, 11, 20552076251365006. https://doi.org/10.1177/20552076251365006
Krumsvik, R. J., Høydal, K. L., & Høydal, Ø. A. (2026). Position paper on symbiotic intelligence in healthcare: Can AI help us better understand suicidal behavior and prevent suicide? Frontiers in Medicine, 13, 1848732. https://doi.org/10.3389/fmed.2026.1848732
Krumsvik, R. J.& Johansen, M. O. (2026, in press). Can multimodal AI assistants improve completion rates - and health - among PhD candidates? In R. Krumsvik (Ed,),Doctoral Education, Artficial Intelligence, Research School and Supervision (pp. 102-124). Scandinavian University Press.
Krumsvik, R. J., & Slettvoll, V. (2025). Artificial intelligence and health empowerment in rural communities and landslide- or avalanche-isolated contexts: Real case at a fictitious location. Frontiers in Digital Health, 7, 1655154. https://doi.org/10.3389/fdgth.2025.1655154
Slettvoll, V., Krumsvik, R. J., Tenstad, O., Barua, I., Høydal, Ø., Høydal, K., Kolle, E., Enstad, K., & Pallesen, S. (2026, in press). Health empowerment through the convergence of wearables, smartphone-driven health devices, and artificial intelligence: A scoping review. Frontiers in Digital Health (Personalized Medicine).
Krumsvik, R. J., Klock, K., & Bratteberg, M. H. (2026). Symbiotic intelligence in dental trauma diagnostics—An exploratory case study. Frontiers in Oral Health, 6, 1687841. https://doi.org/10.3389/froh.2025.1687841
Krumsvik, R. J., & Slettvoll, V. (2026). Symbiotic AI and equitable digital health: Toward trustworthy and inclusive health ecosystems. Frontiers in Digital Health, 8, 1885289. https://doi.org/10.3389/fdgth.2026.1885289
Krumsvik, R. & Slettvoll, V (2026, in press). Beyond the Clicker: Rethinking Student Response Systems as Pedagogical Infrastructure for Healthcare Professions Education. Frontiers in Medicine. https://www.frontiersin.org/journals/medicine/articles/10.3389/fmed.2026.1967058/abstract
Krumsvik, R. J. (Ed.). (2026, in press). Doctoral education, artificial intelligence, research school, and supervision. Scandinavian Academic Press.
Krumsvik, R. J. (2026, in press). From attendance to engagement: Rethinking the large lecture in the digital age [Editorial]. Nordic Journal of Digital Literacy.
Sivertsen, B., Petrie, K. J., Hysing, M., Bjørkheim, S. B., Krumsvik, R. J., & Skogen, J. C. (2026, submitted). Generative artificial intelligence in student life: A national study of use and attitudes among Norwegian higher education students.
Krumsvik, R. J., Klock, K., & Bratteberg, M. (2026, submitted). AI and the competence gap in professional education.
Krumsvik, R. J. & Johansen, M. (2026, submitted). Beyond Integration: A Coherence and Transparency Framework for Mixed Methods Research in the Era of Generative AI.
Head of DLCAIC
Rune Johan Krumsvik (Cand. Mag., Cand Scient, Dr.Philos), is Professor of Education at University of Bergen, founder and Head of the Nordic Graduate School of Educational Research (NORED), founder and Head of the Digital Learning Communities Artificial Intelligence Centre (DLCAIC), and founder and Head of the research group Digital Learning Communities (DLC).
He is also Professor II at Volda University College and Deputy Head of the Norwegian national program for research funding in digitalization in education. He received the Teaching Award at the Faculty of Psychology, University of Bergen, in 2012 and was awarded the pedagogical qualification Excellent Teaching Practitioner in 2020.
Krumsviks engagement with AI-related research has developed over more than two decades. Early work included an interest in algorithmic thinking and research on the educational use of LEGO Mindstorms in 2002, followed by a discussion of Intelligent Tutoring Systems (ITS) in his doctoral research in 2006. His more systematic research on artificial intelligence began around 2015, initially through studies of adaptive learning technologies in mathematics education. Over the past decade, this research has expanded steadily across educational and interdisciplinary contexts, with a particularly significant increase from 2022/2023 onwards following the emergence of generative AI and large language models. Since then, his research has increasingly focused on AI at the intersection of education, health, professional learning, digital competence, and human–AI collaboration.
Krumsvik was one of the main applicants behind the major national research initiative Centre for the Science of Learning and Technology (SLATE) within Learning Analytics.
He is part of the evaluator pool for European Research Council grants, has served as external assessor for professor promotions at University of Bristol, and has repeatedly served as evaluator for the Swedish Research Council. He was previously Honorary Research Fellow at the University of Bristol and served as Head of the Department of Education at the
University of Bergen from 2010 to 2017. He has extensive experience in faculty board membership, academic leadership, doctoral education, and has led several research projects within education.
His research focuses on education and health, scenario-based simulation, active learning, artificial intelligence in education, doctoral education, wearables, symbiotic intelligence, formative assessment, educational technology, digital learning, and AI-supported professional practices in education and health-related contexts. Krumsvik has supervised 19 PhD candidates (13 as main supervisor).
Krumsvik has authored or edited 14 books and published more than 80 peer-reviewed scientific articles (h-index: 36; i10-index: 79), in addition to more than 100 academic essays, professional articles, and public commentaries. According to the 2024 ScholarGPS rankings, he is ranked among the top 0.5% of scholars worldwide.
He has delivered numerous keynote lectures nationally and internationally, and has served as opponent and evaluator for a large number of doctoral dissertations across Nordic universities and internationally.
He is Visiting Professor at Stanford University (fall, 2026) and currently serves as Editor-in-Chief of the Nordic Journal of Digital Literacy and Associate Editor for Frontiers in Pediatrics and Frontiers in Public Health. He is a full member of Sigma Xi and member of the Nordic Scientific Council of Doctoral Supervision.
