Digital Learning Communities Artificial Intelligence Centre (DLCAIC)
Hovedinnhold
Digital Learning Communities Artificial Intelligence Centre (DLCAIC) is a consortium with more than forty partners, user partners, and networks. The main purpose of DLCAIC is to continue our AI research (which started in 2015) and to establish a national research centre for artificial intelligence within the education, defense, police, and health sectors, with the aim of strengthening AI research in Norway. Artificial intelligence in the educational field of these four sectors is still in an early phase, with many interesting AI projects underway, while at the same time requiring more sector-specific knowledge, stronger knowledge preparedness, and a more solid knowledge base in AI. DLCAIC will address this through innovative AI research, a comprehensive consortium, solid supporting funding, AI innovations, competence-building, and five thematic AI areas.
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. (2025b). 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
Krumsvik, R. J., Johansen, M. O. & Slettvoll, V. (2025). Artificial intelligence, health empowerment, and the general practitioner scheme. Digital Health, 11, 20552076251365006. https://pubmed.ncbi.nlm.nih.gov/40755957/
Krumsvik, R. J. & Slettvoll, V. (2025b, in press). Artificial Intelligence and Health Empowerment in Rural Communities and Landslide- or Avalanche-Isolated Contexts: Real case at a fictitious location. Frontiers in Digital Health.