THE DANCE OF TECHNOLOGY AND PEDAGOGY IN SELF-PACED DISTANCE EDUCATION

Abstract

This paper describes the dance like relationship between pedagogy and technologies that creates distance education programming. Using a dance metaphor, the paper describes earlier generation of distance education and notes the evolving role of the self-paced learner as a focus of distance education. The paper argues that control of the learning sequence is an important pedagogical issue and that new tools of networked learning can afford opportunities for social interaction, while retaining self-paced programming control. The paper explores and defines connectivism as a pedagogical lens to look at both learning activities and technologies.