Introducing the FUSE Learning Model

Over the course of the past several weeks, I have spent some time thinking about a big question: in what ways can we limit direct instructional time to allow for more focus on student-centered learning?

In CEP 812 at Michigan State University, we call this a wicked problem–“wicked” because, though there are several potential solutions, there is no cut-and-dried answer.  Problems like this one “require the search for new tools and new uses of old ones. And they require knowing when to stop asking one question and start asking a better one” (Gee, 2013, p. 144).

Along with a group of peers in CEP 812, I have collaboratively developed a solution to this problem: the F.U.S.E. Learning Model.  The F.U.S.E. Learning Model stands for Facilitated, Unrestricted, self-paced blended learning models in a Student-centered learning Environment.  This model is the byproduct of extensive research on existing blended learning models, the TPACK Framework, James Paul Gee’s The Anti-Education Era, and our own novel thoughts and ideas.

To see the curation of the project’s efforts, including a white paper, video mashup, and graphic representation, and learn exactly how we propose our F.U.S.E. Model as an effective and efficient solution to the taxing problem of limitations on classroom instructional time, please click here.

Additionally, any feedback, thoughts or questions are welcomed and appreciated–please share this post with your PLN, and leave comments on this post below!



Gee, J.P.  (2013).  The Anti-Education Era: Creating Smarter Students through Digital Learning. New York, New York:  Palgrave Macmillan.

Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge?  Contemporary Issues in Technology and Teacher Education, 9(1), 60-70. Retrieved June 19, 2014 from


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