This paper discusses how modern technologies are changing the teacher-student-content relationships from the conception to the delivery of so-called "distance" education courses. The concept of Distance Education has greatly evolved in the digital era of 21st Century. With the widespread use and access to the Internet, exponential growth has been experienced in the field of multimedia and web technologies. These developments have greatly reduced the significance of the term "distance" in Distance Education. Consequently, the term distance stands as a paradox in the globalised networked environments. As a result with new communication and collaboration tools, and possibilities to disseminate high quality audio, video and interactive materials over the information superhighway, the educational design process of distance education materials has new perspectives to explore in order to improve and even re-engineer the overall "distance" teaching and learning concept. This paper looks at how the educational design process changes with technology and provides a few examples of how modern tools and techniques are being used and implemented to design high quality (socio)-constructivist learning environments. It proposes an integrated model for learning design supported by implemented case-studies in the context of learning transformation processes that are ongoing at the University of Mauritius. The aim is to demonstrate how the blending of innovative technologies and pedagogies can result in high quality constructive learning experiences that eliminate the "distance" paradox in so-called distance learning environments. (Contains 13 figures.)