1. TOP 5 TECHNOLOGY TOOLS
My selection of just five technology tools reflects
careful consideration of the predominance of F2F
(face to face) delivery of instruction in the Defence
Force. I have tried to select a suite of complementary
elements that would enhance a move towards
blended learning.
There is a drive within the New Zealand Defence
College to grow and develop blended learning, web
and mobile platforms for learning solutions. However
the reality of learning and instruction within a
Defence context is limited by situational factors
including unique learning environments, the very
temporary nature of communities of practice and the
role of instructors who are SME’s (subject matter
experts) but often lack formal training in
instructional methods.
All images retrieved June 2014 from
https://www.flickr.com/photos/nzdefenceforce/sets/
What is Social Learning in a NZ Defence Force context?
Martin Boult. Task 2.4
261.760 Instructional Design for eLearning.

2. 5

3. www.flickr.com
Key
benefits/func.onality:
Web
based
photo-­‐sharing
network
Why
is
this
tool
in
the
top
10?
Flickr
has
proven
it
has
longevity
in
terms
of
image
sharing
and
online
image
storage.
Ease
of
access
for
upload/download.
Poten.al
applica.on
within
NZDF:
With
a
predominance
of
F2F
learning,
the
Defence
Force
exploits
every
opportunity
to
establish
realism
in
training
events.
Flickr
makes
for
a
good
companion
in
terms
of
a
suite
of
tools
to
complement
a
learning
management
system.
A
database
of
quality
imagery,
recording
of
events
that
take
place
semi-­‐
regularly,
are
oEen
costly
and
risky
to
stage
would
be
an
asset
to
instructors
and
learners
alike.

4. 4

5. www.twiFer.com
Key
benefits/func.onality:
Micro-­‐blogging,
real-­‐Hme
connecHvity
for
communiHes
of
pracHce
Why
is
this
tool
in
the
top
10?
This
tool
is
the
proverbial
Jekyll
and
Hyde
of
Web
2.0
applicaHons.
The
negaHvity
of
the
celebrity
self-­‐promoHon/trolling/bullying
elelment
is
countered
by
the
power
of
this
tool
to
instantly
establish
communiHes
of
pracHce.
The
use
of
hyperlinked
‘hashtag’
(#)
idenHfiers
to
enable
the
viral
spread
of
topics
has
become
a
powerful
tool
across
many
plaSorms.
Poten.al
applica.on
within
NZDF:
The
NZDF
restricts
the
transfer
of
files
from
the
World
Wide
Web
as
part
of
its
security
regime.
However
mobile
phone/smart-­‐phone
use
is
widely
accepted
and
permiFed.
Instructors
could
establish
communiHes
of
pracHce
with
the
use
of
TwiFer
to
enable
blended
learning
opportuniHes
out
of
hours,
off
base
or
through
permiFed
LMS
links.

6. 3

7. www.edmodo.com
Key
benefits/func.onality:
Safe,
pracHcal
Social
Networking
for
Schools
Why
is
this
tool
in
the
top
10?
While
Edmodo
has
taken
root
in
the
primary
and
secondary
sector,
the
overall
structure
and
visual
familiarity
(FaceBook)
make
this
an
easy
opHon
for
establishing
COPs.
Poten.al
applica.on
within
NZDF:
Edmodo
has
been
trialed
with
one
specialist
school
with
great
success.
The
majority
of
the
NZDF
cohort
are
digital
naHves
and
many
younger
learners
will
be
familiar
with
such
an
interface.
Current
restricHons
regarding
security
of
informaHon
make
such
a
network
problemaHc
however
unclassified
learning
materials
and
coursework
could
well
be
managed
via
Edmodo
or
a
similar
plaSorm,
shiEing
learning
to
a
more
student
centred
model.

8. 2

9. www.arHculate.com
Key
benefits/func.onality:
A
powerful
and
intuiHve
eLearning
soEware
package
for
instrucHonal
design
Why
is
this
tool
in
the
top
10?
Simplicity
of
interface,
suitability
to
a
range
of
applicaHons
and
levels.
Replaces
the
need
for
HTML/Flash
skills.
Poten.al
applica.on
within
NZDF:
This
programme
is
currently
under
evaluaHon
for
use
in
NZDF.
It
provides
an
appropriate
level
of
interacHvity
and
a
variety
of
eLearning
opportuniHes
that
would
assist
the
Defence
College
in
migraHng
instructors
and
learners
from
F2F
to
Blended
Learning.

10. 1

11. hFps://moodle.org/
Key
benefits/func.onality:
A
comprehensive
learning
management
system.
Open
source,
ease
of
adaptaHon,
user
friendly
for
both
learners
and
teachers.
Why
is
this
tool
in
the
top
10?
Moodle
has
established
itself
as
the
benchmark
learning
management
system.
I
believe
a
good
LMS
provides
the
foundaHon
for
all
learning
and
teaching
interacHons
including
F2F
and
distance
learning.
Without
an
established
LMS
and
user
support
network
blended
learning
efforts
may
be
disparate
and
professional
development
opportuniHes
lost.
Poten.al
applica.on
within
NZDF:
The
NZDC
LMS
has
a
number
of
elements
in
common
with
Moodle
in
terms
of
storage
and
retrieval
of
content.
Moodle
would
add
greater
funcHonality
to
support
independent
self-­‐paced
learning
and
communiHes
of
pracHce.