Digital Learning Communities Artificial Intelligence Centre (DLCAIC)
Hovedinnhold
About DLCAIC
Advancing Human-Centred Artificial Intelligence Across Education, Health, Defence, and Policing
The Digital Learning Communities Artificial Intelligence Centre (DLCAIC) is an interdisciplinary research consortium comprising more than 40 research partners, individual researchers, user partners, and professional networks in Norway and internationally. DLCAIC has secured some modest seed funding but has yet to obtain substantial long-term financing and will therefore use 2027/2028 to pursue both internal and external funding opportunities to further develop and consolidate the AI research consortium.
DLCAIC builds on more than two decades of research into digital technologies, learning, and artificial intelligence. Its research trajectory dates back to 2002, when early AI-relevant projects explored algorithmic thinking and educational robotics through LEGO Mindstorms (RoboLab). This was followed by the establishment of the Digital Learning Communities (DLC) research group in 2007 and an increasingly systematic research focus on artificial intelligence, intelligent tutoring systems, and adaptive learning technologies from 2015 onwards.
In 2024, this research trajectory led to the establishment of DLCAIC as an interdisciplinary research consortium, bringing together expertise across education, health, defence, and policing.
DLCAIC aims to advance human-centred, responsible, and evidence-informed AI research, with particular emphasis on augmenting human expertise, strengthening professional competence, and supporting learning and decision-making in complex real-world contexts.
Its scientific approach encompasses generative AI, domain-specific AI applications, intelligent tutoring systems, multimodal technologies, and emerging perspectives on symbiotic intelligence and detect–predict–recommend approaches to AI-supported learning and professional practice.
Building on its research activities, scientific publications, technological innovations, and national and international collaborations, DLCAIC is pursuing competitive research funding to further expand its activities.
Its long-term ambition is to establish a nationally anchored and internationally connected research centre for artificial intelligence, strengthening research capacity, innovation, and professional competence across the four sectors.
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 Research Focus: Five Interdisciplinary Work Packages (WPs)
WP1 – Artificial Intelligence in Health Professions Education and Digital Health
Generative AI, large language models (LLMs), multimodal AI, digital health, clinical reasoning, AI-supported formative assessment, and scenario-based simulations using authentic real-world clinical cases. Particular emphasis is placed on AI-supported detect–predict–recommend processes, professional competence, clinical decision-making, and human–AI collaboration in healthcare education.
WP2 – AI-Supported Learning, Intelligent Tutoring Systems, and Professional Competence
Generative AI, intelligent tutoring systems (ITS), adaptive learning, formative assessment, active learning, doctoral education, communities of practice, and AI-supported research methodologies. The work package explores scenario-based simulations grounded in authentic real-world educational and professional cases, integrating AI-supported detect–predict–recommend processes, professional judgement, methodological expertise, and symbiotic intelligence.
WP3 – Artificial Intelligence, Digital Environments, and Mental Health
Algorithm-driven technology exposure, AI-mediated digital environments, digital health, mental health and well-being, counterproductive feedback mechanisms, learning loss, digital behaviour, and the potential benefits and risks of AI-supported interventions.
WP4 – Artificial Intelligence, Inclusion, and Digital Inequalities
AI equity, digital inclusion and exclusion, digital divides, social mobility, equitable access to AI technologies, educational opportunities, digital health inequalities, responsible technology use, and digital self-regulation, including technology disengagement and shutdown strategies.
WP5 – Artificial Intelligence, Wearables, and Health Empowerment
AI-supported health empowerment, wearable technologies, smartphone-enabled health devices, personalised health monitoring, digital health literacy, and human–AI decision support. Particular attention is given to scenario-based simulations using authentic real-world health cases and wearable-generated data, exploring how AI-supported detect–predict–recommend processes can strengthen health literacy, professional judgement, personalised feedback, and evidence-informed decision-making.
Selected DLCAIC innovations ( four domain-specific AI-platforms):
The four applications can be conceptualized as generative AI-based educational support systems with tutoring functionalities. However, their classification as Intelligent Tutoring Systems (ITS) depends on the extent to which they incorporate adaptive instructional strategies, learner modelling, and individualized feedback. The first three AI-based applications incorporate certain features associated with Intelligent Tutoring Systems (ITS), such as interactive guidance, individualized feedback, and pedagogical support. However, they remain relatively generic in their design and functionality, lacking some of the domain-specific adaptations and structured pedagogical features typically associated with ITS. In contrast, the fourth application, SI-Dent AI, appears to align most closely with the concept of an ITS, particularly through its domain-specific orientation, emphasis on clinical reasoning, and potential for adaptive, individualized tutoring. Nevertheless, SI-Dent AI is still in a preliminary stage of development, and its ITS-related functionalities have yet to be systematically evaluated and validated.
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). DLCAICs Mixed Method Research Mentor [Custom GPT]. ChatGPT, OpenAI. https://chatgpt.com/g/g-eVjr1m5Rr-dlcaics-mixed-method-research-mentor
Krumsvik, R.J. (2024). DLCAIC’s health empowerment AI. https://chatgpt.com/g/g-W5l1Thuzx-dlcaic-s-biohacking-ai
Bratteberg, M., Klock, K. & Krumsvik, R. J. (2026). Si-Dent AI. Think before you treat[AI-powered platform]. https://si-dent-ai.vercel.app/login
Recent 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 review). 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, in press). AI and the competence gap in professional education. Frontiers in Dental Medicine. Frontiers | AI and the Double Competence Gap in Dental Education: Towards Symbiotic Intelligence
Krumsvik, R. J. & Johansen, M. (2026, accepted). Beyond Integration: A Coherence and Transparency Framework for Mixed Methods Research in the Era of Generative AI. Frontiers of Psychology. Frontiers | Beyond Integration: A Coherence and Transparency Framework for Mixed Methods Research in the Era of Generative AI
Pallesen, S., Fodstad, E. C., Martin, C. S., Sharifibastan, F., Krumsvik, R., & Weldemariam, H. (2026). Use of artificial intelligence within the gambling field: A scoping review protocol (Version 2). F1000Research, 14, Article 807. https://doi.org/10.12688/f1000research.167592.2
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. In the latest update of the Stanford/Elsevier database of the world's most-cited researchers (https://lnkd.in/gNK2yWXx), Krumsvik is ranked No. 1 in Education and No. 24 across all disciplines at the University of Bergen. Nationally, he is ranked No. 15 in Education and No. 399 across all disciplines. Internationally, he is among the top 0.90% worldwide in this field.
Since 2024, Krumsvik has developed four domain-specific AI platforms built on top of OpenAI’s GPT models (GPT-4 through GPT-6), tailored to specific academic and professional contexts. 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.
More information:
Professor Rune Johan Krumsvik - Google Scholar
Norwegian Research Information Repository
Stanford/Elsevier Citation Database
Excellent Teacher Practitioner
