Commander Fredrik Frotjold

Norwegian Armed Forces, Norway

I hold a professional education in Logistics from the Norwegian Naval Academy and have several years of operational and staff experience within logistics from the Norwegian Naval Special Warfare Center and the Norwegian Naval Combat Service Support. I have completed four deployments to the United Nations Mission in South Sudan (UNMISS), serving in different staff positions in multinational environments. As part of these deployments, several of the mandatory pre-deployment and on site courses were conducted in digital or partially digital formats. These experiences provided early, practical exposure to distributed learning in an operational context, and contributed to reflections on how professional education can be designed and delivered without reducing learning outcomes. I am currently serving as Chief of Logistics for the Norwegian Home Guard District 09. In parallel with my professional career, I have a interest in military education and professional development. I have recently completed a Master’s degree at the Norwegian Defence University College, where my research focused on digital and hybrid learning in military professional education, examining learning outcomes, organizational effects, and work–life balance in staff officer education..

Balancing Learning Outcomes, Family Life, and Resources: Evidence from Hybrid Military Education

This presentation examines whether increased digitalization of teaching in military professional education leads to reduced learning outcomes, or whether hybrid models can maintain educational quality while improving work–life balance and resource efficiency. The study is based on a mixed-methods design combining a quantitative survey (N=244) of staff college graduates from 2019–2025 with qualitative free-text responses and comparative observations from a Nordic partner institution. The findings challenge common assumptions that physical presence is a prerequisite for learning, social cohesion, and professional identity formation in military education. Results indicate that learning outcomes are largely unaffected by increased digitalization when pedagogical design, structure, and interaction are prioritized. At the same time, significant gains are identified in terms of family friendliness, reduced commuting, and organizational sustainability. However, the study also highlights clear limitations related to socialization, informal learning, and institutional culture. The presentation concludes by arguing that hybrid learning models can maintain educational quality in military professional education, but only when they are deliberately designed to address the loss of informal learning and relational processes that traditionally occur through physical co-presence

Developing blended learning courses

Mr. Reuben Ellett

New Zealand Defence Force

Reuben Ellett is the Manager of NZDF’s ADL team within the New Zealand Defence College, leading initiatives to modernise learning systems and ensure they are fit for the tactical edge. Before transitioning to this role, Reuben served nine years in the New Zealand Army as an Information Systems Operator, where he built and maintained tactical networks in demanding environments. His operational experience includes deployments overseas, notably in support of Operation Enduring Freedom in Iraq. Drawing on this background, Reuben is passionate about delivering interoperable, data-driven learning solutions that meet the needs of Defence personnel in both strategic and deployed contexts.

How to 'Hack' H5P Interactive Videos for Interactive Software Tutorials

When presented with the challenge on how to train international military participants on the NZDF's Command & Control software (Sitaware HQ) there were few flexible options available. An existing solution from the vendor required additional infrastructure, costly licensing, and did not allow us the flexibility we needed to adjust the training material to suit our tactics, techniques, and procedures. We are not alone in this, many software training solutions have similar challenges. In this workshop we will cover when and why a ‘Do it Yourself’ solution is fit for purpose - along with some considerations. In the second half we will share the solution we went with for our Sitaware HQ training; with some light 'hacking' we have been able to leverage the H5P interactive video tool within Moodle to turn it into a click-through interactive software simulation. This workshop is a classic example of ‘Every Tool’s a Hammer’ mentality at work in the space of developing blended learning content. 

Developing blended learning courses

Chief Business Development Officer Aleksi Komu

ThingLink, Finland

I work on the practical application of immersive and AI-supported learning technologies for real-world training contexts. At ThingLink, my focus is on scaling scenario-based and experiential learning across distributed organizations. I have worked for several years with the Finnish Defence Forces on the use of immersive learning for training and competence development in operational environments.

From Concept to Practice: Hands-on Creation of AI-Guided Immersive Training Environments

This interactive workshop is a practical continuation of the keynote “Modernizing Military Training with User-Generated Immersive Simulations.” While the keynote introduces the strategic and methodological framework for scalable, practice-mode simulations, this session brings the approach to life through hands-on creation, exploration, and live experimentation. Participants will actively design, build, and experience AI-guided immersive learning assets based on real operational environments. Using simple capture methods and an AI-assisted authoring workflow, attendees will see how instructors and subject-matter experts can rapidly produce scenario-based training content without specialized technical skills. The workshop demonstrates how immersive learning environments can be created, adapted, and deployed across platforms to support distributed units, repeated practice, and low-risk rehearsal of operational procedures. Participants will both consume and create content, gaining first-hand insight into how emerging learning technologies can be applied immediately in defense and security training contexts. The workshop uses the same immersive learning platform currently deployed by the Finnish Defence Forces for scenario-based training, allowing participants to work with a proven, operationally validated environment.

Practical use of (emerging) learning technologies

Associate Professor Rym Hicheri

The Norwegian Defence Cyber Academy, Norway

Rym Hicheri is an Associate Professor at the Norwegian Defense Cyber Academy. Her research bridges theory and experiment in wireless communications and sensingmodalities fusion, with a focus on non-stationary radio channel modeling, mmWave radar systems, and human activity recognition in smart environments.

Radar and Smart Suit Fusion for Defence Training and Rehabilitation: Leveraging Sensor Data for Adaptive Learning

Emerging sensing technologies are transforming how defence organizations approach training and rehabilitation. This presentation explores the integration of radar systems and smart wearable suits to create data-driven learning environments that enhance physical readiness and recovery processes. By analyzing pre-recorded sensor datasets, we demonstrate how radar and wearable fusion can provide actionable insights into movement patterns, posture, and performance metrics. These insights enable adaptive learning strategies, improve rehabilitation outcomes, and support the development of blended learning courses for defence personnel. The session highlights practical applications, future trends such as AI-driven feedback and immersive simulations, and discusses how these technologies can be incorporated into Defence Academy curricula to strengthen operational preparedness.

Learning technology

Special Advisors Martin Hans Jensen & Linda Bendiks Hasselström 

Captain Kenneth S. Christensen

Danish Homeguard Trainingcenter

I have extensive experience in education planning, execution, and analysis, with a focus on aligning learning programs to strategic objectives and operational needs. My expertise includes integrating AI and simulation into educational frameworks and leveraging digital tools to create engaging, supportive learning activities. My work consistently reflects a commitment to fostering effective learning environments that meet the demands of today’s dynamic world.

Simple every day simulation in realistic environments

Description of the Workshop In this workshop, we present how simulation-based learning in Simple every day simulation in realistic environments can strengthen fire and rescue training and medical training through realistic, safe, and repeatable training scenarios. Participants will be introduced to two different technologies that each support practical learning in distinct ways: Smoke and Light Simulator A physical simulator that replicates smoke spread, lighting conditions, and reduced visibility in a fire context. The simulator enables training of behaviour, communication, and decision-making under pressure. MR Fire Simulator (Mixed Reality) An advanced MR solution that combines virtual fire visualization with the physical environment. Participants will experience how interactive MR technology is used to train fire suppression procedures, risk assessment, and tactical decision-making in realistic scenarios. Rapid transition from classroom to simulation environment By using readyly available resources in standard classroom inspiration is provided on how these spaces quickly can be transformed into multi-sensory simulations environments. The workshop includes a brief professional presentation followed by hands-on practice, where participants will have the opportunity to try both simulators themselves. The focus will be on learning outcomes, practical applications, and experiences related to implementation in training and educational settings.

Learning technology

Deputy Director for English Language Training, Justyna Kowalczys 

NATO DEEP eAcademy, Poland

She graduated in English Philology from the Faculty of Languages at the University of Gdańsk, Poland, and possesses over twenty years of experience in higher education. Her academic and teaching practice encompasses courses within the framework of Practical English, as well as specialized instruction in medical, military, and technical language. Her professional expertise lies in ADL material design and pedagogical development, supported by extensive experience in structuring and delivering e-learning modules for English for Specific Purposes (ESP). She is a certified STANAG 6001 examiner and provides systematic preparation for STANAG 6001 examinations on a daily basis. Within the framework of NATO DEEP eAcademy activities, she leads online projects such as “Multimedia Tools for e-Teacher and e-Instructor,” “Social Media & VR in Education/Society,” and “AI within the Security Environment: Tools for Teachers,” and serves as a tutor for the “Online Teaching Fundamentals Course.” She also designs and conducts tailored courses—both online and residential—focusing on ADL capacity building for NATO Partner Nations. At present, she serves as the NATO Team Lead for the CAMEL-T&T and MED CAMEL programmes, initiatives dedicated to enhancing digital medical and military English language training and assessment competencies.

Empowering Partner Nations: Open-Source ADL Tools for Specialized Military and Medical English Training (NATO DEEP eAcademy programmes)

The CAMEL-T&T and MED CAMEL initiatives, led by the NATO DEEP eAcademy, represent a strategic advancement in open-source tools for specialized military and military medical English training and assessment. This workshop explores how these programmes leverage Advanced Distributed Learning (ADL) tools, technologies, and digital skills to enhance the training experience across NATO DEEP countries. A central component of these initiatives involves developing comprehensive training items for Listening and Reading skills, specifically designed for English for Specific Purposes (ESP) in military and medical contexts. These items are tailored to various proficiency levels, ensuring adaptability to the specific learning requirements of military personnel. By integrating authentic, scenario-based materials that mirror real-world communication and operational challenges, the programmes ensure that personnel are well-prepared for effective communication in military settings. The workshop will demonstrate how these ADL-based resources support Higher Military Education by facilitating both formal academic curricula and professional self-paced study. Participants will engage in a practical exploration of the platform, witnessing how its responsive methodology provides unique assessment paths and fast, reliable scoring. Designed to lower training barriers, these no-cost, open-source resources foster standardization and interoperability among partner nations. Through this interactive session, attendees will gain insights into deploying these technologies to strengthen mission readiness and language proficiency capabilities worldwide. ============================================================================== Facilitator Equipment: Facilitator will utilize multimedia presentation tools, including projectors and screens, to showcase key aspects of the NATO DEEP eAcademy programmes. Additionally, facilitator will need access to audiovisual equipment for interactive demonstrations and case studies related to effective language training and assessment solutions.

Learning technology

Special Advisor and Department Manager Pia Goul and Gitte Kvist

The Danish Homeguard School, Denmark

Pia is an Associate Professor, Master of Health Sience and Master of Guidance

Gitte holds a Master of Adult Learning and Human Ressource Development

Peer feeadback and Learning Portfolio as Development Tool for students

In Denmark, the Danish Defence has a joint instructor course, which the Army, Air Force, Navy and Homeguard have implemented in different ways within the given framework. For the Homeguard, the instructor course is a distance learning course followed by 6 days of teaching at the Homeguard School. The students are in learning groups consisting of 5 students and are present for the entire course period. The Homeguard School's view of learning is fundamentally based on a social constructivist approach, where students' experiences are utilized in the learning space. This is one of the reasons why peer feedback is used as the primary evaluation of students in the instructor course. The evaluation is based on John Hattie and Helen Timberley's "A model of feedback to enhance learning". Students work structured with feedback before each lesson. After the lesson, feedback is given on the teaching. Before the student's next lesson, the student prepares feedup in collaboration with the teacher. The learning portfolio is the student's tool for maintaining their own learning and development. As a supplement to peer feedback, video feedback is also used as a feedback method. The purpose of video feedback is to visualize situations that have been inconsistent with the student's own experience for the teacher. Video feedback is also used to illustrate learning situations in different contexts. At the workshop we will work with: - Experiences with peer feedback and the way it is organized. - Experiences with video feedback and how the learning from this can be retained. - Experiences with peer feedback and how it is implemented in practice.

Learning tools

Captain Bo Posselt Kristensen

Home Guard Training School, Denmark

Bo has experience in learning and e-learning and is driven by a strong passion for making education more engaging and effective. With a particular interest in VR and learning technology, he focuses on optimizing training processes through innovative solutions that combine technology, motivation, and military practice to enhance learning outcomes. As part of the Danish Home Guard School, Bo works on developing and implementing virtual training environments for shooting, C-UAS training, and firefighting education, aimed at strengthening volunteer readiness and supporting a modern, flexible learning culture within the Home Guard.

VR Shooting: From Concept to Combat Ready

A changing threat environment has created an urgent need to rapidly upskill an increasing number of volunteers in the Danish Home Guard. Traditional shooting training could no longer keep pace—neither in speed nor in scale—and the Home Guard School therefore initiated the development of a mobile and scalable VR shooting simulator in collaboration with the Danish company Kanda. The simulator, optimized for Meta Quest 3 headsets, combines realistic ballistics and sensor-integrated weapons, enabling volunteers to train in realistic shooting scenarios with both rifles and shotguns engaging drones. This presentation shares insights from the development and (hopefully) testing phase, where volunteers have participated in VR-based shooting training focused on quality, learning, and motivation. Participants will hear about the early results—whether the effort has been a success or a failure, and what impact it has had on training quality and learning outcomes. The session also offers perspectives on how such field-deployable training solutions can be expanded and implemented at a larger scale across the Danish Defence, and how they contribute to addressing new threats through technology-supported learning in practice.

Learning tools

OR6 Staff sergeant Ole Kirkerød

The Norwegian Armed Forces, Norway

11 years of active duty in the Norwegian Armed Forces in different roles within HR and innovation. Bachelor's degree in organisation and leadership. Key figure in the adaptation of agile development in the Norwegian Armed Forces.

The Norwegian Armed Forces My page

The Norwegian Armed Forces My Page is an online web page for distributing person data and self service tools on the users own device. Combined with the possibility to communicate directly between the users own device and the data secured on a classified platform, the My Page solution has given the Norwegian Armed Forces a powerful tool to innovate HR and transactional services. It has made it possible to replace manual and analogue tasks with digital options while balancing the amount of information needed in a national safety perspective. The My page project, now an established product, is an inspiration on how agile development is a crucial methodology when developing user interfaces. It is also a story of organisational development, risk aversion and challenging the culture within the Norwegian Armed Forces.  

Multiplatform delivery of courseware

Ms Pilleriin Sara Lillemets

Technical University of Denmark

Sara is a PhD researcher at DTU Compute, where her research examines cybersecurity education and training through a socio-technical lens. Her work focuses on how training needs analysis, instructional design, and learning technologies can better support decision-making and digital resilience in complex, operational environments. Prior to her PhD, she spent over a decade working across defence, cyber, and digital governance, including roles as Chief Digital Strategy Officer at the Government CIO Office of Estonia and as Estonia’s cyber defence counsellor at NATO HQ. Her experience spans national-level digital strategy, international cooperation, and institutional transformation, bridging technical, organisational, and policy perspectives.

A Practical TNA-to-Design Workflow for Faster Training Design

In fast-changing operational environments, training often lags behind new threats, tools, and procedures because the analysis‑to‑design process is slow, informal, and hard to audit. This workshop introduces a lightweight workflow—developed through design‑based research in an authentic cyber training setting—that makes the chain from role → task → learning outcome → activity → evidence explicit, reusable, and discussable. The workflow combines a short Training Needs Analysis (TNA) instrument with a Training Design Matrix that captures Bloom’s Taxonomy‑level learning targets and trace-links to the scenario tasks and evidence sources used for evaluation, so that training decisions are easier to justify, review, and iterate. The session is hands-on and participant‑driven. Participants first complete a 3–5 minute micro‑TNA via QR code. We visualise anonymised aggregate results live, then work in small groups to translate one selected need into a completed matrix: a clear learning target, an engaging activity, and a simple plan for what “good evidence” looks like. Groups then exchange and stress‑test the results focused on aspects such as usability, clarity and role fit—dimensions that matter in mixed‑role cohorts. Designed for a 40‑minute interactive workshop (repeatable) or a 90‑minute deep‑dive, the workshop gives attendees reusable templates and gathers practitioner feedback to refine the TNA items, matrix usability, and the “trace link” concept that supports auditable design decisions. Equipment/participation needs Projector/screen + Wi‑Fi; participants should bring a smartphone (QR survey) and optionally a laptop/tablet for group editing.

Designing and developing learning assets

Brent Smith and Sara Rahgooy

Creative Learning Services, United States

Mr. Brent Smith is the Founder and Chief Architect of Creative Learning Services (CLS). Since 2017, he served as the ADL Initiative’s Chief Architect and R&D Principal, leading long range research strategy, cross functional technical teams, and the development of the DoD’s Total Learning Architecture (TLA). Prior to his work with CLS (and ADL), Mr. Smith spent 20 years as Vice President and Chief Technology Officer at Engineering & Computer Simulations, Inc., where he led research in distributed learning architectures, requirements engineering, distributed simulation, and the use of commercial gaming technologies for military training.

Ms. Sara Rahgooy is an Organizational Development Analyst at CLS with dual master’s degrees in Psychometrics and Industrial–Organizational Psychology. She holds the SHRM CP certification and specializes in evidence based talent practices, including competency modeling, job analysis, and training design. Before joining CLS, she worked at the ADL Initiative where she focused on AI assisted competency modeling to help accelerate the development of validated competencies.

AI-Assisted Competency Modeling and Automated Alignment to Learning Resources

Traditional competency frameworks in fast‑evolving domains like cybersecurity struggle to keep pace with technological change. The U.S. Department of War’s Cyber Workforce Framework (DCWF) provides a rich foundation of work roles and KSATs (Knowledge, Skills, Abilities, Tasks), but updating and operationalizing these structures typically requires months of expert meetings and manual revisions. This case-study demonstrates a modernized, scalable approach that integrates AI‑assisted content generation with a Neo4J knowledge graph to accelerate competency modeling and improve downstream learning design. The DCWF’s work roles and KSATs were organized in a graph database that begins with the foundational competencies that form the building blocks of each KSAT. Each competency is linked to its KSATs, and those KSATs then roll up to the appropriate work roles. Using generative AI, grounded in I/O psychology and job‑analysis logic, we produced more than 14,000 competencies aligned to this structure. These were iteratively refined through SME review to ensure clarity, relevance, and compliance with DoD standards. The resulting knowledge graph does more than define competencies. It becomes an engine for learning design. Every KSAT and competency definition is represented as a node with explicit relationships that allow us to attach a wide range of learning assets (e.g., simulations, exercises, courses, lectures) directly to the skills they teach or assess. This enables multiplatform delivery, supports blended learning models, and allows AI tools to assist in generating or recommending content with far greater precision. The graph structure also provides a framework for governance. Versioning, SME validation cycles, and content‑lifecycle rules can be applied at the competency level, ensuring that updates propagate cleanly across roles and learning assets. This reduces maintenance burden, increases reuse, and keeps learning ecosystems aligned with rapidly evolving workforce needs. This case study offers a blueprint for combining AI, knowledge graphs, and human expertise to modernize competency modeling and accelerate high‑quality learning asset production at scale.

Practical use of (emerging) learning technologies

PhD, Adjunct professor Jarkko Kosonen

Army Command, Finland

PhD Kosonen serves as Head of Research of Army Training and Simulators Research Area in Army Command Finland.

Mobile application as a learning technology for soldiers' shooting training

The Finnish Army, together with voluntary defense organizations (The Reserve Officers' Association and the National Reserve Association), developed a smartphone application called TÄHTÄYS+ for practicing shooting skills. The application models the assault rifle used in FDF, along with its metal sights. With the application, users can practice aligning the sights and perform several basic shooting drills. The application incorporates gamification elements, such as scoring between shooters and progression to different levels. The pedagogical background of the application focuses on developing hand-eye coordination and practicing the correct sight picture and trigger pull event. The application is available in both Finnish and Swedish versions. The app has been tested in conscription training and the shooting training of reservists. Based on the results of our research, its implementation is easy, and it is suitable for learning and practicing the basics of shooting, regardless of time or location.

Practical use of (emerging) learning technologies

E-learning Consultant
Emil Christian Nielsen Gram

Region Midtjylland, Denmark

Cand.scient. in IT Product Development, from Aarhus University in Denmark. E-learning Consultant for Region Midtjylland since 2019. Project leadership with extensive experience in designing and producing high-quality digital productions and full modules for e-learning and blended learning. Expertise includes: advanced animation, leading VR productions, video and content production with ai-tools and co-organising the Region Midt Virtual Reality network. https://www.linkedin.com/in/emilchrgram/ I was contacted by Bo Posselt Kristensen, that attended my last presentation in Copenhagen, and he encouraged me to submit the same presentation to this conference.

Designing more immersive cases with generative ai

What makes a digital learning case feel 'real'. To maximise the engagement and learning outcome at the learner, we most increse the sense of authencity and immersion for the learner. Using a unique 9-level scale, this session shows how to harness generative ai to create cases that mirror the emotional and visual complexity of the real world. In this session, I presents "The 9 Levels of Immersion" - a strategic framework developed to navigate digital case design for for example e-learning courses. Through concrete examples from the healthcare sector, I demonstrates how to use generative ai to actively "climb the scale" and moving from simple text descriptions to complex, emotionally resonant interactions with synthetic patients. The presentation will provide a strong practical focus on: Workflows and Software: A deep dive into the specific tools and techniques used to generate synthetic video and audio. The session showcases how to combine multiple AI models to achieve professional results. Professionalism Over Algorithms: Why human expertise is more critical than ever. While ai provides the building blocks, it is the pedagogical and production-based expertise - Direction, Artistic Intent, and Creativity, that ensures the content is relevant, trustworthy, and educationally effective. Participants will leave the session with a practical understanding of how to master ai as a creative tool and how to maintain control over the "black box" of generative technology to ensure clinical and pedagogical quality. Authenticity on a Budget: Methods for creating a sense of presence and realism in production without heavy financial investment or the legal complexities of using real patient data. Key takeaway: 1. The Immersion Scale as a Strategic Roadmap. The 9-level scale provides a framework for understanding how different digital tools -from simple text to advanced gen-ai, can be used to increase learner immersion and sense of authenticity in the case. It helps developers identify exactly which level of immersion is required for a specific learning goal. 2. Professionalism in the Age of AI. The more advanced the technology becomes, the more vital your professional craft becomes. Success with generative ai requires strong artistic direction and pedagogical control to ensure the final product resonates with the learner. 3. The Multi-Model Approach. No single ai-tool can solve every task. Successful production requires a workflow that combines multiple models and techniques, constantly testing new tools to push the boundaries of what is possible in e-learning. 4. Navigating the "Black Box" Dilemma. Working with gen-ai means trading 100% pixel-control, that we are used to, for infinite possibilities, that is what these tools gives us. By embracing the unpredictability of the ai "black box" and mastering the production workflow, we can create content that was previously really hard and expensive to produce.

Practical use of (emerging) learning technologies

Special Advisors Martin Hans Jensen & Linda Bendiks Hasselström 

Royal Danish Defence College

Special Adviser Martin Hans Jensen Royal Danish Defence College, Denmark Martin Hans Jensen holds a Bachelor of education and Master of Information technology. For more than a decade, Martin has focused on learning and IT. Today Martin is a Learning Consultant at The Royal Danish Defence College where he works with Moodle, Technology-Enhanced Teaching, Blended Learning, Artificial Intelligence (AI) and Virtual Reality (VR) in the Danish Defence.

Special Adviser Linda Bendiks Hasselström Royal Danish Defence College, Denmark Linda Bendiks Hasselström has a Master of Arts and a Master of IT and Learning. Her interests and work have always revolved around teaching as well as developing materials for online students. Currently, Linda is employed as a Digital Educational consultant at The Royal Danish Defence College where she works with the implementation of Technology-Enhanced Teaching, Blended Learning and Artificial Intelligence (AI) in the Danish Defence.
 

Activate your students anno 2026

It is well established that activating your students can be a powerful motivator, and at the same time be an important source for better and deeper learning. The presence of laptops, smartphones, (AI) and learning platforms gives you - as the teacher - a perfect stepping stone for use of Technology-Enhanced Teaching. In this workshop we will give you inspiration to use (new) digital tools to activate your students in both asynchronous and synchronous teaching.

Practical use of (emerging) learning technologies

Ms. Liga Ellere

Exonicus, Inc, Latvia

Liga Ellere is a senior project management and strategic partnerships leader with 20+ years of experience delivering large-scale technology and public-sector programs across Europe and internationally. She is CEO of Exonicus Europe, Director of Exonicus R&D, and a Board Member at Exonicus, leading European R&D initiatives, government and institutional outreach, and the positioning of advanced medical simulation and XR technologies. She is also leading ReadyMed Europe, funded by the European Defence Fund (EDF), to strengthen European military medical education readiness and transfer lessons learned from Ukraine into European training systems. In March 2025, Liga led an Exonicus expedition to Kyiv as part of the Help99 initiative and the DarkStar bootcamp, engaging directly with frontline commanders work that led to a strong collaboration with 3rd Separate Assault Brigade combat medics. Her background spans the United Nations, the Bill & Melinda Gates Foundation (including leadership on a $24M national program in Latvia), and Telia Latvia, where she drove strategic partnerships and business development for network, cloud, and digital solutions. She also supports international civil society efforts through roles with TechSoup Europe and European innovation and library initiatives.

Building a Distributed Civ-Mil Training Ecosystem: Lessons from MilExTS Deployment in Ukraine

This presentation reports on the deployment of the Military Exonicus Trauma Simulator (MilExTS) in Ukraine and its implications for Advanced Distributed Learning (ADL) in a civil-military (civ-mil) context. MilExTS is an immersive, physiology-driven simulation capability designed to support repeatable, standards-aligned trauma training for combat medics and medical personnel. During an operational visit, a Ukrainian Special Forces commander noted that his unit had experienced no killed in action, citing improved trauma care competence and realistic training as key factors. This anecdotal evidence highlights the potential of immersive simulation as a readiness and survivability enabler. The session will: Describe the deployment and use of MilExTS in Ukraine Identify requirements for distributed, modular, and interoperable training across military and civilian stakeholders Discuss technical and organizational enablers for training continuity under degraded infrastructure Derive lessons and recommendations relevant to NATO/Partnership for Peace nations seeking to modernize medical training through ADL-compatible solutions.

Practical use of (emerging) learning technologies