I agree with you, Tim. Because the course invites students to use the personal and workplace technology/software available to each individual, rather than imposing a one-size-fits-all solution, this creates some problems. However, I don't regard using different versions of Word (or Office) as a step back - more of a revolution against the marketing genius of Microsoft :-)
What we need to look at more is probably transferability in communication (I just made that up and I may have a more apt phrase lurking in my mind somewhere). In an online, work-based course, as in the big wide world, there are issues about effective communication with various stakeholders. These can be divided in different ways such as internal and external audiences, different communication purposes... other categories may be useful for analysing the issues. Some of the modules look at some aspects: Introduction to Online Communication & Technology, Technology in the Work Setting and Technology for Dissemination. There are also opportunities to explore issues in the Action Inquiry modules. All modules need some attention to the requirements of markers (and we don't necessarily agree on all issues).
My own battle with the technology tail wagging the pedagogical dog (and other working dogs) is ongoing. Perhaps it helps me to understand students' battles, especially where assessment requirements beyond those stated in the regulations are concerned.
To reframe the challenge, the problems are a sign that we are all (still!) relatively early adopters in the application of technology to Education. I am not ready yet to apply fixed rules because there is so much to explore - but I'll make recommendations and update them in response to changes in technology.