Technology has been part of education and training in security and defense organizations for a long time. ?-learning and advanced distributed learning (ADL) have helped to standardize, optimize, and scale education and training. Many organizations and affiliated institutions already make good use of Web-based technologies to provide training for performance support and career development. Over the past years, ADL solutions have become part of the standard procedures of many organizations. The Partnership for Peace Consortium (PfPC) plays an important role in facilitating the exchange of knowledge and experiences among ADL practitioners in defense academies. The ADL Working Group of the PfPC is home to a strong and active community that brings new technologies into the practice of education and training in security and defense organizations. In the past, the primary focus of ADL activities was creating and enhancing interoperable Web-based training modules by promoting the adoption of the Scalable Content Object Reference Model (SCORM). The joint learning management system of the PfPC that is hosted by the International Relations and Security Network (ISN) based in Zurich has become a hub for Web-based training resources that are shared and used by the entire PfPC ADL community.The majority of Web-based ADL systems are optimized for desktop computing, reflecting the infrastructure that is most commonly available to learners and trainers in these organizations. However, with the sophistication and widespread availability of the current generation of smartphones, technologies have rapidly gained relevance on a large scale. The mobile revolution refers to a number of technologies that support a wider range of interaction modes beyond the keyboard-mouse-screen interactions that are familiar to users of desktop computers. These interaction modes include support for the responsive arrangement of information for a wide range of screen sizes, gesture-based touch interactions, and location-based services that go beyond active manipulation of information on a personal screen.1 These new forms of interaction are used for information filtering, but are not limited to that function. Like much other legacy information and communications technology, present ADL systems are not designed to support these new forms of interaction. Moreover, the related educational resources often appear to be unsuited for delivery to different platforms, or are not positioned to benefit from these new ways of creating, using, and sharing informaDr. tion. This raises concerns and doubts among stakeholders about the needs and benefits for supporting technologies for education and training in security and defense.In response to these socio-technological developments, a few learning flagship projects have been launched in the ADL community. Until recently, these activities were only loosely connected. In order to connect the different activities and projects, the ISN Zurich organized a workshop on learning in security and defense organizations in conjunction with the Eleventh World Conference on Mobile and Contextual Learning, held in Helsinki in October 2012.2 The workshop brought together researchers from these flagship projects to discuss new educational approaches, organizational constraints, standardization, and scalable solutions. The findings of the workshop provided the basis for a better understanding of the different dimensions of learning in the defense sector and for improved alignment of different initiatives for mutual benefit.The articles in this issue of Connections continue this discussion by integrating the latest results of research and development projects in the area of ADL, learning, and defense and security education. The insights presented by the contributions are based in research projects that are closely related to the educational practices of security and defense organizations. …