Det vokser nå fram en ny kunnskapsindustri på ryggen av generativ kunstig intelligens. Et eksempel på denne tendensen er ResearchGPT som spisser en stor språkmodell mot automatisk klassifisering og sammendrag av 280 millioner vitenskapelige artikler.

Slike løsninger viderefører det vi har sett de siste 30 år med utbredelsen av Internett, men som nå gjør kvalitative sprang i ‘bibliotekgrunnlaget’ for forskningen.

Internettets forskningslitteratur ER biblioteket.

Her er et eksempel der vi er interessert i perspektivet på forholdet mellom teori og praksis:

Fra KI-generert sammendrag av disse 5 artiklene (lett redigert for hånd):

  • Actionable strategies: One main finding is that effective social change is driven not just by theoretical understanding but also by practical applications that resonate with the real-world scenarios.
  • Self-reinforcing practices: Practitioners are often governed by the self-reinforcing dynamics of the practices they engage in, highlighting the need for a balance between theoretical knowledge and practical autonomy.
  • Practice theory: Another main finding is the potential of practice theory to provide a robust theoretical foundation for policy-making, ensuring that policies are grounded in the reality of practice.
  • Mutual dependencies: There exists mutual dependencies between practice, theory, and research. A holistic approach, integrating all three elements, is essential for the advancement of knowledge and effective application in various fields.


ResearchGPT er omdøpt til Consensus og er lagt ut som app i OpenAI’s ChatGPT 4.


Her er ett eksempel:

Give an overview of the academically investigated analytical dimensions for designing course programs in higher education.


The academic investigation into designing course programs in higher education focuses on multiple dimensions, with particular emphasis on integrating quality, engaging teaching methodologies, and fostering a conducive learning environment. The literature highlights several analytical dimensions:

    1. Quality Perceptions and Key Performance Indicators (KPIs): Research emphasizes the importance of integrating quality perceptions in higher education through a 3-tier content, process, and engagement model. This approach outlines twenty factors across these dimensions to measure and improve the quality of educational programs (Varouchas et al., 2018). Another study proposes a set of innovative generic KPIs for multidimensional quality assessment in higher education, based on academics’ perceptions of quality (Varouchas et al., 2018).
    2. Teaching Quality and Learning Resources: The teaching quality in economics programs, for example, was assessed through a model that includes learning resources, teaching effectiveness, and student support as main dimensions, showing that improvements in these areas can significantly enhance the quality of teaching (Hysa & Ur Rehman, 2019).
    3. Learner Experiences in Online Degree Programs: A study on learner experiences in fully online degree programs identified four learner-centered and five community-centered program characteristics most valued by students. These include diversity, authenticity, safety, individuality, and structures supporting peer interactions and community building (Pham et al., 2022).
    4. Student Evaluation of Teaching (SET): Analysis of open-ended questions in SET surveys using Latent Dirichlet Allocation methodology highlighted the importance of considering students’ comments for concrete feedback on teaching performance. This approach allows for more specific and actionable insights compared to quantitative dimensions alone (Marshall, 2021).
    5. Entrepreneurial Education Performance: A study on the effects of institution-driven entrepreneurial education in Chinese universities explored dimensions like curriculum system, teaching team, design of practical programs, and institutional systems, showing combinations of conditions that lead to high entrepreneurial education performance (Liu et al., 2021).
    6. Sustainability in Education: The extent of education for sustainable development (ESD) integration in Malaysian community colleges was assessed across seven dimensions, indicating that sustainability is integrated to some extent but remains far from ideal (Peter et al., 2016).

These dimensions collectively suggest a comprehensive approach to designing course programs in higher education that prioritizes quality, learner experiences, teaching effectiveness, and alignment with broader educational goals, including sustainability.