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.
Self-paced instruction of the past century challenged older models of education based upon seat time in lectures. In this century self-paced instruction challenges both seat-based lectures and predominate group and cohort based models of distance education. Though disruptive to these older models it promises a model of education that maximizes individual freedoms and choice, supports participative course designs and thus is a an appropriate new dance for the networked era.