I had an electrifying revelation in the year 2001, while employed troubleshooting technical issues for clients of Microsoft’s Windows XP—that user error, not hardware failure was more often the problem. Though I excelled at resolving individual home user and small business concerns (which was the extent of my influence while indirectly employed by Microsoft as a contractor for Convergys), I wanted to more significantly improve job processes and to work more closely with people. Specifically, my mind was sparked to link training with technology that could further its development and sharing. I realized that education supported by technology could be a master key to unlocking and building the Sistine Chapels of the future.

I had earned a bachelor’s degree in Humanities with an emphasis in Comparative Literature at that point. My honors’ thesis was more classical than technological in nature, applying ancient Greek, Latin, and French allegorical interpretations to an original tone poem for violin and piano to embody the mythic Orpheus' redeeming song that overcomes the alluring, destructive Sirens. You might not expect a classical music composing nerd to also be a major technology geek. However, my wife will affirm that my nose is stuck near a computer at least as often as in a book.

My first computers as a child were a Texas Instruments TI-994A and later an ATARI 1040-ST, on which I learned about midi music composition and enough basic programming to display a rocket ship exploding.

The current that runs through this page, however, channels instruction, not pyrotechnics to generate electricity. This site is devoted to highlighting how my learning development abilities have gained energy, including select solutions that I have implemented, products that I have developed during my experience, as well as strategies that guide and catalyze my instructional design.