Category Archives: nousion

Final Thoughts (for the next class)

For those of you just getting ready to engage in ED654 and looking for words of wisdom I am afraid I don’t have any earth changing thoughts for you.

I would encourage you to challenge your classmates as well as challenging yourself. If you disagree state it, even if it is with the guest speaker or with required text. I learned the most when I challenged the thought leaders.

I would caution you to not get bogged down with the tools. I found myself searching for the “right” method to add thought to my blog and ended up spending days working on new ways to present information. Limit your exploration or you will need cases of coffee to work round the clock.

I learned a great deal from the activity where we shared our “thought leaders”. I researched each and every one shared by my cohorts and found some really great thought leaders some I agree with and others that challenge my ideas. Don’t miss the opportunity to expand your PLN.

Enjoy the class.

Not So Final Final

My final is a slight deviation from the published final topic. I am going to focus on one area of Adult Education and how it links to this course. Instead of creating a lesson I am going to focus on how I intend to modify my current approach to digital Adult Education course construction.

The issue is reducing recidivism of adult offenders through education. I have built a course   Fundamental Skills. Feel free to bounce around in the course using Teacher1 and the password as password. Ed654 is driving me to rethink the approach to inmate education.

Before I get into the content, I think it is important to understand the issue I am trying to address. The question of how to best reintegrate 700,000 ex-offenders back into society each year continues to be one of the most pressing issues in American criminology and criminal justice. According to the Bureau of Justice Statistics , over 1.5 million prisoners were held in state and federal correctional facilities in 2014. At least 95% of all  prisoners will be released from prison at some time. The DOJ notes,that within 3 years of release, two-thirds of former prisoners are arrested again and half return to prison. It is the issue of recidivism that needs to be addressed. Empirical research in the federal prison system has demonstrated that participation in education is associated with a 16% reduction in recidivism.

Knowing education has an impact on recidivism, the clear outcome is creation of educational programs for inmates moving them along the continuum of literacy through high school equivalency (HSE). The concept of digital literacy is crucial when evaluating education opportunities for inmates.

Digital impact to released offenders

  • The majority of job applications are online applications
  • Employers screen candidates using online identity
  • Parole Officers review digital media to ensure parolee compliance (Facebook, Twitter, and other)
  • Job functions include technology tools
  • Communication tools might have changed dramatically during incarceration.


The course I am going to review for revision based on the thinking shift post course is   Fundamental Skills. Fundamental Skills covers skills you would have learned in grades k-5. The course is designed for Adult Basic Education (ABE). While ABE is a term used to describe skills covered in the range of 1-12 for this activity we are going to limit the range to k-5.

To earn a GED an adult learner must test in the proficient range on the GED test. The test is given online in Pearson Vue labs. To ensure success, not only does the student need to develop basic education skills but they also need to develop digital skills. The computer becomes their pencil.

The education path in prisons is test preparation driving to successful completion of the GED test. This year, President Obama approved Pell Grants for Prisoners. This option allows inmates to secure post secondary education prior to release. There is a growing understanding that to reduce recidivism we must help the inmate discover options beyond crime. Gainful employment upon release is the goal.


The current course covers all the identified skills in the ABE range as identified by TABE. The delivery method is via a Learning Management System (LMS) providing actionable data. The LMS allows the educator to control the order of lessons, the grade outcomes, the ability of students to move ahead, and promotes grouping along with targeted instruction.

I thought if an educator could see, by standard by student, the level of mastery the opportunity for targeted instruction would be greater. My goal being to provide a solution allowing the student to focus just on areas of need and progress at their natural speed based on mastery. However, I am still limiting the educational experience to one between student and educator. The course fails to put student in charge of knowledge acquisition and fails to factor in collaboration.

The LMS allows grouping, audio, video, robust data collection, and communication. A strong teacher could add the additional pieces without modification but it is always easier to edit than to create from a black canvas. Meaning, if I modify the course to include more robust lessons it is highly likely an educator will expand the course even more since the course is built on an open LMS.

The rules in prison limit access to the internet but for this exercise I will assume low security access with open internet access.

What would I Add?


  • The LMS has the functionality allowing the teacher to group based on mastery. Using the function to create tutoring groups pairing strong students with struggling students. As most institution will not allow 1:1 inmate interaction record a video of the inmate providing tutoring and upload to the struggling inmate.
    • The goal being to foster deeper understanding through peer instruction using technology as the communication tool. A  side benefit of showing the inmate how to use technology to communicate.
    • In low security setting use the group function to arrange peer groups based on ability. As a group work through the lessons and submit group lessons. By having to work as a team the opportunity for item level tutoring is present. Only summative assessments would be individual allowing the institution to record progress as required.


  • Have the student build their profile and customize their homepage. Discuss the photo they selected for their homepage. Does it convey the image they want others to have of them? Family? Instructors? Potential Employer?
  • Email communication in the platform: discuss the retention of information.
  • Encourage regular email exchanges between the educator and the student. Use the exchange to discuss email use in the workforce. Include email etiquette.
  • Add an online portfolio function. After review of several portfolio options I am going to go with School Chapters to comply with the security rules in Corrections. Post incarceration, the portfolio can travel with the inmate.
  • Use the voice record function to record lesson instruction and use the class time to discuss the skill. Apply a flipped instruction model.
  • Project based instruction: all of the lessons are flat more like a digital textbook. Rework instruction to include project based instruction requiring collaboration, inquiry, and multimedia responses.
  • Open ended responses: allow more open ended response including opportunities to explain their answers. Use the audio record functionality.
  • Allow opportunities for teacher feedback as video/audio clips not grade book.


Objective: discuss email as a written form of communication in social, business, educational, and official  realms.

Successful outcome: can articulate the appropriate etiquette to adopt based on audience using online examples compiled in a multi media submission.

Samples to use in discussion:

Michigan Department of Labor Video on email Etiquette

Created and developed under the collaboration of Livingston County Michigan Works, Career Alliance of Genesee County, Ann Arbor Center of 
Independent Living, DPAN, and Communication Works for the Deaf

While the courses are 508C and work with screen readers and captioning the unit on ADA made me think of the need to add more visual instruction including sign language to the course.

Continuing email etiquette:

Use email fail videos on YouTube to show examples of actual email issues . Use as discussion starters. The video is copyright protected and can not be added to the LMS but the activity can be added to the instructor section along with the link to the youtube video.


Tonight Show Starring Jimmy Fallon

Life Application

Objective: student will understand the base of education in the workforce.

Successful outcome: can show concrete example of an academic skill in action.


Applied mathematics expert Stefan Robert connects real life with math. Detectives use math in homicide investigations to identify where the shooter stood giving a better picture of the crime scene. YouTube

Add an opportunity to “show what you know” as it applies to the workforce at the conclusion of each unit. Answer the question of “why do I need to know this” by having the collaborative groups search online for one example of the skill in use.

Example 2 (making change)

Not directly tied to the workforce but a clear example of a skill in action



From the class assignment “Collaborate A Little”

I have had to challenge my ideas around group work and the goal of group work. I have been stuck in the mindset of an educator of years gone by. While the activity was not a major piece of the semester, it has had a rather profound impact to my ideas around course construction. The bleed over is into the area of asking “what is the goal” to which we are marching? To this date, I have been focused on do an activity, get a grade, add the grades, get your final result. As opposed to the course being a process allowing the student to move along a continuum forward as well as backwards as knowledge is acquired. I have viewed collaborative assignments as a check box instead of seeing the educational benefit.  Here I have been struggling to ensure courses are workforce relevant and what is more workforce relevant than collaborative work groups? We do not work in silos why should we learn in silos?

Google and Groups

Nick, Heidi, and Samantha created a great visual I plan to use as the base of an additional component of all future courses. The structure of the information was engaging as opposed to a flat list of “rules”. As I have previously noted, my current course is severely lacking in collaborative learning opportunities. I will be adding a module to the opening of all future digital courses providing a guideline for collaborative learning. The guideline will be created in a similar manner to that of Nick, Heidi, and Samantha and will be located in the teacher toolbox. The students will receive a blank presentation to be created as a class. Allowing the class to develop their rules for collaborative engagement.


The course needs more modeled opportunities for collaboration, digital exploration, multi media creation, and digital communication. If the goal is to reduce recidivism through education the inmate must have exposure to the tools used outside the walls. Correction education must include 21st Century Skills.

Instead of summative assessments there should be opportunities to demonstrate what the student knows through multimedia projects of the students design. Allowing the student to utilize the digital tool set to communicate thought and prepare for reintegration into a digital world.

Rehabilitated Men and Women Graduating Back Into Society.




Rock Star

Links to comments

Heidi Olson Heidi and I both used PowToon on our blogs. I added the link to the PowToon Erin and I created and suggested she have a look. I had to adjust the characters in our PowToon to address cultural and gender ratios. I noted this as a problem in PowToon.

Erin Anderson Erin posted a photo of her pup in the Creative Commons exercise. While a stretch from the use of the photo on Erin’s blog I wanted to point out that even with CC attribution there is a risk of not being able to control an image once it is in the digital space.

Erin Anderson Erin posed several questions around ADA in her post Fire Away.  Dillon provided some great links to court verdicts and deeper information which might her Erin with her questions.

Tammi  and Sarah both used the example of the Getty Images suit to discuss Copyright Trolls. I thought they could benefit from seeing their cohort’s work and reading the comments. (Links on each of their blogs)

Rebecca Missler used animation to step through the timeline of copyright law. I linked to her piece on my blog entry for  History of Copyright. On Rebecca’s blog comment area I provided the link back to my page and asked her to let to know if she was ok with the by line I used. She has an open CC with simple notation of by.


Something Old…Something New

For generations, we have used the concept of pen pals to expand cultural awareness. My goal is to include digital literacy as part of the experience by using the tool in a safe manner.

Outline of lesson:

Objective: to expand cultural awareness by directly engaging peers.

Grade: 4

Unit of Study: State

Activity 1: Students will brainstorm daily life in regions of Alaska. Assumptions will be recorded in whole class discussion. Students will be encouraged to group based on their interest in geographical regions.

Activity 2: Students will conduct internet research to prove or disprove assumptions based on their selected geographic region.

Activity 3: Students will compile a list of 20 questions to ask their cohorts. Questions shall be generated by the teams

Activity 4: virtual pen pal through Skype. Ask questions and record results as well as answer questions from their pen pal group.

Activity 5: Compile a Virtual field trip highlighting what they want their pen pal group to know about them. Use any multi media application to build the presentation.


The tasks require the student to engage using technology as a tool. The teacher as coach provides direction around proper citation of sources as well as appropriate information to share in the virtual field trip.

IP and Use with Permission

Search and Research (Sort of)

The class has been focused on the questions around IP and Copyright protection and should it stay or should it go. I hold the opinion IP and Copyright protection for digital should be the same as protection for print.

For this exercise, I wanted to test the idea of requesting permission to use someone’s work in entirety on my blog. How arduous would the process be? Would they request compensation? Would it take a significant number of days..weeks…months to get a response?

I found a piece Plagiarism Today Original Text which interested me and aligned to the topic I was trying to demonstrate. I contacted them and asked permission to use their work in it entirety on my site. My only “give back” to the them was assurance I would link back to their site to allow my readers to jump to their site for additional info. No money changed hands, they did not ask to review before I published, and they took less than 48 hours to respond to my request.


Apps: The Future of Copyright Infringement
Apple-App-Store-logoThe Roanoke Times recently published the story of Brian Raub, a developer of travel-related websites and the creator of, a site dedicate to reviewing vacation-destination lakes across the world.
Raub had discovered that a company based in India had produced some 11 apps, each selling for 99 cents in the Apple App Store, that were scraping content from his site and republishing it wholesale. All without permission, attribution or any kind of revenue share.
When Raub approached Apple with the problem, they asked Raub to work it out with the company involved directly. However, the company, often responding in broken English, denied the copying even though it was clear and refused to remove the apps or his work.
Apple eventually removed the 11 apps at issue only to have the company upload 20 more, each representing a different state. Apple, so far has not removed those apps though it is unclear if Raub has filed a DMCA takedown notice.
The story caused a bit of a blowback in the mainstream tech press, especially on Apple sites, with journalists talking about Apple’s copyright infringement problem and the repackaging of content into paid apps.
However, this problem isn’t anything new. Countless apps make use of website content and there’s a very good chance that, if you have a popular website, your content may already be featured in an app.
Easy Apps, Easy Content
Creating an app has never been easier. In addition to the barriers of entry being lower than ever, there are services such as Apps Geyser and iBuildApp that will enable you to create an app from your site either for a small fee or a revenue share.
However, there is little, if any, checking being done to see if the content the apps are pulling is owned by the app creator. As a result, many apps pull content from websites without their permission.
Often times this is fairly innocuous. If you search for “TechCrunch” in the Apple App Store, you’ll first find the official app but then you’ll see several “News” apps that basically pull the RSS feed of TechCrunch along with similar sites to make a news feed, much like a pre-loaded RSS reader.
These apps aren’t republishing content, there’s full attribution and the sites that use truncated RSS feeds likely see a decent amount of mobile traffic from it. While it would be nice if these apps obtained permission, they are at least in a symbiotic relationship with the sites they pull from.
But then there are apps like the one Raub found. Since LakeLubbers does not offer an RSS feed, the content was either copied or automatically scraped from Raub’s site directly and then pasted into the apps directly without attribution.
It is unclear how many apps like this there are. These apps aren’t trivial to search for because they, usually, won’t list the source of their content, instead attempting to make it appear like they created it, and there’s no easy way to search for text, images or video inside apps being sold.
The only way to find the content, as Raub found, is to look for suspicious apps and download them, often at cost, to find out where the content came from.
But Raub is almost certainly not the only one impacted and the Apple App Store is not the only app store involved. Plagiarism and copyright infringement, including of Web-based content is a much broader issue.
The Broader Problem
We’ve all heard tales of copyright infringing apps in app stores.
In May of this year, Microsoft was called out for a “cesspool” of infringing apps that allowed users to illegally stream movies and TV shows. Two months prior, Lilith Games sued uCool for copyright infringement in its mobile game “Heroes Charge”, which was featured both in the Apple App Store and the Google Play store.
In short, the Raub’s case is just the latest in a long line of copyright problems in app stores that goes back years, as shown by the 2010 battle over AppVault, which was pulled from the Apple App Store after allegations it was a rip off of a similar app.
The issue is that, as the barriers to producing mobile apps have lowered and the amount of revenue flowing into them has increased, the checks and balances against copyright infringement have not increased either.
Though, in 2011, Apple added copyright infringement to the reasons it gives when rejecting apps, its clear from Raub’s case that the App Store review process isn’t able to completely weed out copyright infringing apps.
And the truth is there probably isn’t a way. Much as with online courses, it’s unfeasible to ensure that all of the text, images, video, audio and code in an app is original or authorized, especially when more than 1,000 apps are submitted every day.
Still, this doesn’t mean that Apple, Google and Microsoft should give up on stopping copyright infringing apps. Instead, they need to work on improving their policies to discourage infringement and encourage innovation.
Fixing (or at Least Addressing) the Problem
As with online courses, tracking copyright infringement in apps is going to be a challenge, however, the stores can do a great deal to discourage the submission of copyright infringing apps including:
  1. Ban Copyright Infringers: This one sounds simple, but the company in Raud’s case submitted 11 infringing apps that were removed and then were allowed to submit 20 more. Even if Raud never filed a DMCA, clearly this company was a repeat infringer and needed to have their access to submitting apps cut.
  2. Look for Warning Signs: According to Apple, copyright infringement is not a common reason for apps to be rejected. However, app stores have numbers and statistics on the apps that are and can likely find warning signs that an app needs extra review for possible infringement.
  3. No Ill Gotten Gains: When an app is confirmed to be copyright infringing, through whatever process the store has, there needs to be an assurance that the infringer will not be able to keep their ill-gotten gains. This can be difficult since app stores pay developers on a regular basis, but finding ways to ensure infringers can’t profit from their misdeeds is the biggest step one can take to limiting the number who submit infringing apps.
To be clear, these steps won’t eliminate copyright infringement in app stores. However, as I stated in the previous article about online courses, if you want a community that respects copyright and creates original work, you need to strongly discourage infringement as well as encourage novelty.
In short, if you don’t clamp down on copyright infringement, you’re going to find yourself in a community that’s filled with infringers, making it difficult for the original creators to find an audience.
Bottom Line
The frightening part is that this problem is only going to grow. As ad blockers are introduced to mobile browsers and the barriers to releasing an app keep dropping, more and more content creators are going to turn to apps to supplement their income. With them will come a small but growing number of plagiarists an infringers.
However, without action, the numbers of infringers will continue to grow unchecked and given how prolific copyright infringers can be (it’s a lot faster to produce apps when you don’t have to create original content) they can easily drown out legitimate publishers.
Raul’s story is a warning for both creators and the companies that run app stores: Apps are not just the future of content, but the future of copyright infringement. Creators need to be ready to protect their content and app store owners need to be prepared to keep the infringers at bay.
The next challenge has just begun and it will be interesting to see how all sides respond.


Here is the form:

Content Reuse Form

Name:Martha Middleton

Company/Organization (If Any):University of Alaska Fairbanks (Student)

URL(s) and Title(s) of Works You Wish to Reuse:

How Much of the Work Do You Wish to Use?:Complete Text

Will This Be a Commercial Use?:No

Where Will The Work Appear (Include Site URL if Possible)?:


Overall, a painless process with positive results. Copyright protection does not mean we can not have a conversation around use. In my opinion, it provides the developer protection and the ability to decide how their work will be used in the future. Ask for permission.

A great resource for copyright information is Legal Guide. They not only outline the process of requesting permission but also provide guidance around what you can do should your request be denied.

Regardless of the copyright owner’s response, you can still use the work if your use comports with the fair use doctrine. The doctrine of fair use makes it legally permissible for you to use a copyrighted work without permission for purposes such as commentary, criticism, parody, news reporting, and scholarly works. Whether or not your use is lawful usually depends upon how different or “transformative” your use is from the original. Unfortunately, there is no clear formula to determine the boundaries of fair use. Refer to the section on fair use for a general discussion of the doctrine.”

Copyright 2007-16 Digital Media Law Project and respective authors. Creative Commons Attribution-Noncommercial-ShareAlike

For more detailed rights requests you might end up negotiating with the rights holder for permission including compensation. This is typically the route for commercial works requesting permission. The PDF Permission to use digital and online content has some great information to guide your process. On page 3 the author poses special uses for digital content any requester needs to be mindful of. In short, having permission to use the content does not mean you can use it any form you would like. You need to specific in your request.

Publishers Weekly  is another great resource copyright information. On this page, there is a link for Attorney Howard Zaharoff who provides guidance  from the legal viewpoint.  Granted, his guidance is mainly “hire a copyright lawyer” he does provide some good nuggets around Fair Use.

Fire Away

EIELSON AIR FORCE BASE, Alaska -- The Aurora Borealis, or Northern Lights, shines above Bear Lake here Jan. 18. The lights are the result of solar particles colliding with gases in Earth's atmosphere. Early Eskimos and Indians believed different legends about the Northern Lights, such as they were the souls of animals dancing in the sky or the souls of fallen enemies trying to rise again.  (U.S. Air Force photo by Senior Airman Joshua Strang)
EIELSON AIR FORCE BASE, Alaska — The Aurora Borealis, or Northern Lights, shines above Bear Lake here Jan. 18. The lights are the result of solar particles colliding with gases in Earth’s atmosphere. Early Eskimos and Indians believed different legends about the Northern Lights, such as they were the souls of animals dancing in the sky or the souls of fallen enemies trying to rise again. (U.S. Air Force photo by Senior Airman Joshua Strang)


Under 508C world wide web sites must be 508c. If you create content which links out to the web you would need to certify the site to which you link is 508c. Does that limit the content you can provide? Does this fall outside of reasonable accommodation?

I have been looking for research supporting the idea that digital content makes classroom accommodation more accessible and lowers not only the burden but the cost. Has anyone found any information to support this hypothesis?

I have sat on multiple sides of ADA, IDEA, 504, and 508. I have created IEPs as a classroom teacher, I have certified content as a publisher, and I have demanded services as a advocate. In all three rolls, what strikes me is the the use of “reasonable” and how that is interpreted based on which chair you occupy. Having been out of the classroom for many years, I wonder if the schools have a more detailed playbook for defining accommodations? Sort of an “If Then” resource to reduce the subjective nature of formulating accommodations.

Understanding ADA

The Americans with Disabilities Act (ADA) is a federal civil rights law that provides protections to individuals with disabilities.  It guarantees individuals with disabilities equal access to public accommodations, employment, transportation, state and local government services, and telecommunications.

Library of Podcast from The Inclusive Classroom


Under Title II, a public school must ensure that its services, programs, and activities are accessible to students with disabilities.  A school may be required to change the participation criteria for  its programs, activities, and services if those criteria prevent students with disabilities from accessing the programs, activities and services.  Title II does not require a  school  to change its participation criteria if it can establish that the requirements are necessary for the provision of the service, program or activity. Title II requires public schools to reasonably modify its policies, practices, or procedures to avoid discriminating against students with disabilities; and make school buildings physically accessible to students with disabilities

Section 504 applies to schools taking federal grant monies. Whereas Title II covers public schools regardless of federal funding.

A reasonable accommodation in education is a bit open for interpretation and ends in court cases over the definition of reasonable. Legally, a modification or adjustment is defined as reasonable if it appears to be “feasible” or “plausible” and does not place undue hardship on the provider. Undue hardship is defined as being significantly difficult and covers both expense and difficulty of providing modification.

For example, a reasonable accommodation for a visually impaired student might be providing resources in braille or in audio format. An unreasonable accommodation would be the expectation of providing an individual to shadow the student and read all of the printed material if providing braille and audio support allows the student the same access to learning as a non sight impaired student.

The Individuals with Disabilities Education Act (IDEA) is a federal law that requires schools to serve the educational needs of students with disabilities and unlike Section 504 it goes a step further and addresses the financial need by providing the financial resources to make appropriate accommodations.

IDEA also covers the creation of an IEP. Individual Education Plan,  an IEP is specific in nature covering the modifications and outlining strategies, measurements, and responsibilities needed to address the disability.

Best Comparison Site for Section 504 Title II and IDEA

The big picture for content developers

All content developers know their content, or hope their content, reaches a wide audience. The audience includes students falling under protection of ADA, Title II, IDEA, and Section 504. As such, content developers have to develop to ensure their content can accommodate special needs. For me this means including Alt text tags on all images, coding to allow screen readers to function correctly, and ability to layer audio and video. The reading reminded me of the importance of building in the ability to modify. It not only helps the student but reduces the bur


Creative Commons

Reflection at sunrise
Reflection at sunrise

I chose to install Creative-Commons-Configurator plugin to attach Creative Commons to my entire work.The plugin allows me to set CC levels to the entire blog as well as adjust for individual pieces.

I am using

Creative Commons Attribution-Non Commercial 4.0 International License (CC BY-NC-4.0)Creative Commons License . I have added meta data to the site which will allow quick sourcing of my content for those looking for similar work with similar license.

I chose BY to keep my name attached to the original work. Vanity I guess, I want to ensure I am known as the originator as my work improves or moves on to something much more robust. I want to remain attached to the growth.

I chose non commercial to protect any potential monetary value. I support my work expanding in the cultural domain but do not want someone making money from my work. Greed I guess.

Choose and properly implement/display a Creative Commons license for something you’ve made for this class. Along with the work you are licensing, or in a separate explanatory page/post if that works better for your presentation, explain why you chose the license you did: explain both the license elements you chose and the ones you didn’t choose. For example if you chose the CC-BY-NC, I want you to share why you chose that license and why you didn’t choose the SA or ND options. What kind of uses are you trying to promote? What kind of uses are you trying to prevent?

Along with your explanation, write up two fictional scenarios: one in which someone uses your work properly (according to the license you chose) and one in which someone uses it improperly. Be sure to explain how the proper scenario takes advantage of the specific license you chose and what rule(s) weren’t followed in the improper-use scenario…and what you would do if you were to discover such an improper use.

Fair (Ish) Use

[metaslider id=226]


Dough (King Arthur Flour Soft Pretzel Recipe from soft buttered pretzels)

  • 2 1/2 cups King Arthur Unbleached All-Purpose Flour
  • 1 teaspoon salt
  • 1 teaspoon sugar
  • 2 1/4 teaspoons instant yeast
  • 7/8 to 1 cup warm water*
  • *Use the greater amount in the winter, the lesser amount in the summer, and somewhere in between in the spring and fall. Your goal is a soft dough.

King Arthur Flour has an amazing base recipe for pretzels. However, where is the fun in just a basic pretzel? Using the King Arthur Flour Company Soft Pretzel Recipe try creating the topping listed below to add a little more punch to the average pretzel.

For a KICK

Mix 3/4 cup of vegetable oil, 1 package of ranch dressing mix, 1 teaspoon of garlic powder, 1 teaspoon cayenne pepper in a bowl. brush over the hot just from the oven pretzels


Brush hot from the oven pretzels with butter then sand with granulated sugar

Taste of France

Shape the pretzels and place on your baking sheet. Brush the tops with olive oil. Sprinkle herb mixture and bake.

Herb Mixture: 1/2 teaspoon dried basil, 1/2 tablespoon ground savory, 1/2 tablespoon dried thyme, 1/2 tablespoon dried rosemary, 1 tablespoon sea salt.



I used a recipe and image from the King Arthur web site. I did not claim creation of the pretzel recipe and made sure to tie back to the King Arthur website. The purpose and character of use does not infringe on their ownership or seek to claim the work as my own but rather builds on and enhances the original.

The nature of the copyrighted work is a free to all recipe located on a flour company’s website. The recipe is copyright protected. I contend, it would be a violation of fair use to pick up the recipe and claim it as mine

The amount work used is 100% and then new content added to the original text. The addition within my website notes the original work and only claims the toppers as original works.

The effect of the use upon the potential market is a positive for the King Arthur Flour company. The share of the original work to a wider audience or potential duplicate audience without replacing the original work which uses the creating manufacturer’s core products. The use of the original work does not shift revenue from KAF or impact their earning potential.






I am someone trying to figure it out. I question a lot and find myself arguing as a way to sort information. I enjoy the process of debate and welcome the challenge to my current positions. I find myself circling around ideas and enjoy digging deeper through discussion. As a result I find myself in constant analysis paralysis when it comes education theory. As a result, I am trying to stick to the idea that educators change, adapt, grow, and define based on the situation of the moment not due to the latest research or swing of the pendulum.

Professionally I build content to meet the needs of identified customers. My work can be defined as very outcomes based as opposed to creative. I have a pre defined objective along with deliverable timelines and financial milestones. I love my job! I get to see the impact of education on adult learners and their families.

I am active in Adult Education content development and best practices for Adult Learners. I have been privileged to work alongside some of the best minds in Adult Education from Non-Profits to Corrections. All striving towards the ultimate goal of moving adults from under employed to full time employment with access to the American Dream. A dream of a better life for self and family.

I care about what we leave behind. It is our job to lend a hand to the next generation and lift society up. I am beyond fortunate in that my career matches my passion. I have worked in Educational Publishing for the past 20 years. While creating content is a charge, there is nothing better than attending graduation and hearing how what you created helped a family or individual change thier path in life. Adult Education does not just impact the learner but the wider family unit creating options further down the line.  Professionally, I am part of a team changing lives through one curious learner at a time by creating opportunities for life long learning. I create digital courses in blended learning environments designed to move the learner along at their pace, speaking to them where they are in life, removing education baggage, and helping the left behind learner “eat the elephant’ one bite at a time.

In my personal time, I break a lot of eggs! I like to create amazing cakes and spend a lot of time in the kitchen/lab. Some outcomes better than others, who knew green tea added to the batter would make the cake taste like spruce bark? It was worth a try.  I have also created some pretty amazing combinations like chocolate cake with port wine reduction infused mouse. Now if I had only remembered to write it down.

Breaking eggs can be fun when in the kitchen but not so much in the classroom. If I were to engage in a protest it would be around education. I feel strongly, we need to move away from a one size fits most approach to education. Granted, the basics are the basics and everyone needs exposure to the basics but why did we move away from apprentice education? What caused us as a society to decide only those with advanced degrees in classical education are truly educated? I believe there are many paths to success once you have the fundamental skills in hand. Paths beyond higher education paths that lead to gainful employment and purpose. I am not saying do away with higher education but I would protest our habit of assessing a person’s worth based on pieces of paper.

Along that same thought, if I had the power to change the world I would do away with the question, “what do you do”. How many times in life have you decided a person’s worth based on what you see as the importance of thier job? How many times have you been in a social setting and been asked by a stranger , “so tell me, what do you do”. I would remove the need to rank a person’s value to you by what they do for a living. That is thier job/career not who they are.

“Who are you?” you ask? I am someone damned by the need to plan every detail. I am the planner that drives everyone nuts. I am the one who needs to see the end goal before starting a project. I am the one not capable of letting life simply happen. Annoying, isn’t it. If my magic wand worked I would change that about me. I admire people who can just let life happen.