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Clark Quinn’s Learnings about Learning

Old and new school

8 August 2018 by Clark Leave a Comment

As I mentioned in yesterday’s post, I was asked for my responses to questions about trends.  What emerged in the resulting article, however, was pretty much contrary to what I said. I wasn’t misquoted, as I was used to set the stage, but what followed wasn’t what I said. What I saw was what I consider somewhat superficial evaluation, and I’d like to point to new school thinking instead.

So the article went from my claim about an ecosystem approach to touting three particular trends. And yet, these trends aren’t really new and aren’t really right!  They were touting mobile, gamification, and the ‘realities. And while there’s nothing wrong with any of them, I had said that I didn’t think that they’re the leading trends.

So, first, mobile is pretty much old news. Mobile first?  Er, it‘s only been 8 years or so (!) since Google declared that! What‘s cool about  mobile, still, is sensors and context-awareness, which they don‘t touch on.  And, in a repeated approach, they veered from the topic to quote a colleague. And my colleague was spot on, but it wasn’t in the least about mobile!  They ended this section talking about gamification and AR/VR, yet somehow implied that this was all about mobile. That would be “no”.

Then they talked about users wanting to be active.  Yay!  But, er, again they segued off-topic, taking personalization before going to microlearning and back to gamification and game-based learning(?).  Wait, what?  Microlearning is an ill-defined concept, and conflating it with game-based learning is just silly.  And games are real, but it‘s still hard to do them (particularly do them right, instead of tarted up drill-and-kill).  Of course, they didn‘t really stay on topic.

Finally, the realities. Here they stayed on topic, but really missed the opportunity. While AR and VR have real value, they talked about 360 photography and videography, which is about consumption, not interaction. And, that‘s not where the future is.

To go back to the initial premise – the three big trends – I think they got it wrong.  AI and data are now far more of a driver than mobile. Yes, AR/VR, but interaction, not just ‘immersion‘.  And probably the third driver is the ecosystem perspective, with systems integration and SaaS.

So, I have to say that the article was underwhelming in insight, confused in story, and wrong on topic. It’s like they just picked a quote and then went anywhere they wanted.   It’s old school thinking, and we’re beyond that. Again, my intention is not to continue to unpack wrong thinking (I’m assuming that’s not what you’re mostly here for, but let me know), but since this quoted me, I felt obliged.  It’s past time for new school thinking in L&D, because focusing on content is, like,  so last century.

Trends in L&D

7 August 2018 by Clark Leave a Comment

I agreed to be interviewed for an article, and was sent questions. And I wrote what I thought were cogent answers.  I even dobbed in a couple of colleagues to also be interviewed. However, the resulting article isn’t what I expected at all. Now, I don’t  intend to make all my posts critiques of what’s being said, but sometimes I guess I just can’t help myself!  So first, here’re my original answers.  In my next post, I’ll document the article’s claims, and my rejoinders about what I think are the driving trends in L&D.

The original questions and responses:

How has our thinking evolved on using technology to assist in learning and development?

Thinking around technology for Learning & Development has shifted from delivering ‘courses‘ to looking at the entire learning and performance ecosystem where technology can not only help us perform in the moment but also develop us over time. This adds performance support, resources and portals, and communication and collaboration tools to support learning alone and together from formal through to informal learning. We‘re recognizing that to move forward, organizations that can learn fastest are the ones most likely to not just survive but thrive. However, this goes beyond the tools and the people to the structures, values, and culture that underpin practices.

Do you think the current systems in use for L&D are adequate? If not, why so?

The legacy of the training mentality is keeping us mired in the past. I think that adding portal and social media capabilities to systems with a ‘course‘ DNA isn‘t the path forward. Instead, we should be looking to integrate capabilities from the best instances in every area. We want flexibility to switch tools if we find better solutions to specific needs, not one overworked legacy system. An LMS (learning management system; misnamed because you don‘t manage learning) may well still be of use to manage courses and signups, but it‘s the wrong foundation for the more agile future we need. Supporting curation and creation, and negotiating shared understandings are the learning that‘re going to be most valuable, and that requires not just different tools, but a different mindset. It‘s time to shift from delivery to facilitation.

What technology-assisted learning tools do you think hold the most potential?

Collaborative tools are the most important tools: the ability to collectively generate and manipulate representations that document how our thinking evolves are important. Such tools that support simultaneous and asynchronous work and communication will be key to the ongoing learnings that will propel organizations forward. New tools like VR can lead to deeper formal learnings, and AR will help both as performance support and annotating the world, but collaborative immersion and annotation fit into that first category. When we‘re developing an understanding together, we‘re creating the richest outcome. There are nuances in doing that right, and that‘s part of L&D‘s role too, but it‘s about tapping into the power of people. Technology that facilitates learning together is what will have the biggest impact.

What do you think is next for learning tech? Is there a huge shift coming?

I think the biggest thing coming for learning tech isn‘t the tech. The ICICLE initiative from IEEE that is defining ‘learning engineering‘ is a big move to start getting smarter about integrating the two components: learning science and technology design and development. Too often learning science is ignored (c.f. ‘rapid elearning‘) or the technical sophistication is missing (e.g. tracking done only at the ‘course‘ level). I think that once we get our minds around the importance of the integration, we‘ll be far better positioned to tap into the advancements we‘re seeing. While I think the hype about Artificial Intelligence is overblown, ultimately I believe that we‘ll have more powerful tools to automate what doesn‘t require the sophisticated capabilities of our brains, freeing us up to do the important work. And that work will be collaborating to generate new understandings. I do think there‘ll be a big shift, but it‘ll be coming along slowly. I hope this shift happens, but I think it‘s evolutionary, as change is hard.

Ok, so that’s what I said about the trends in L&D. What you will see is that what they presented is somewhat contrary to what I said here!

Distributed Cognition

24 July 2018 by Clark Leave a Comment

In my last post, I talked about situated cognition.  A second, and related, cognitive revelation is that thinking is distributed between our heads  and the world. That is, the model that it all occurs between the ears doesn’t recognize that we incorporate external representations are part of our processing. Hutchins, in his  Cognition in the Wild, documented a variety of ways that our thinking is an artefact of our tools  and our models.

So, for example, navigation typically involves maps as well as thinking. Business reasoning is typically accompanied by tools like a spreadsheet. We use diagrams, tables, graphs, charts, and more to help us understand situations better. And we are unlikely to be able to do things like long division without paper and pencil or a calculator. This means that putting everything in the head isn’t necessary. And this is just what we  should be doing!   Designing for the right distribution of tasks between world and mind(s) is the optimal solution.

We know that it’s difficult to get things in the head (how hard is it to learn, say, to drive), and therefore undesirable anyway.  It’s about designing solutions that put into the world what  can be in the world, and then putting into the head  what  has to be in the head. This includes performance support in a variety of ways. It also should address what we consider to be worth training.

When we want to optimize performance, we should recognize that we need a bigger picture. We need to consider the person & tools, or people & tools, as a whole entity when it comes to achieving the end goal.  This is also true for learning. Our reflective representations are part of our thinking process. So, too, our collaborative representations.

We are better thinkers  and  learners when we consciously consider tools, and their availability in the ecosystem. In fact, our ecosystem  is the tools and people we have ‘to hand’, accessible in or from the workflow. And elsewhere, in our times for reflection, and discussion. So, have you optimized your, and your organization’s thinking and learning toolset?

Top 10 Learning Tools 2018

26 June 2018 by Clark 1 Comment

Every year of late, Jane Hart has polled about people’s top 10 learning tools. From this, she creates a list of the top 100 learning tools. It’s a fun and valuable exercise, so as usual I’ll weigh in with mine (in no particular order).  Looking at last year’s post, I see I’ve switched from Google to DuckDuckGo (privacy issues), and from Skype to Zoom (functionality).  And I mention email over Slack, the former of which I may not always mention but use, versus Slack which has kind of slowed down for me.

  1. DuckDuckGo: a search engine is my first recourse when I have questions. And not liking the tracking, I’ve switched and made DDG my default.
  2. Twitter: drinking from the fire hose that is twitter is one way I see what other people are talking about.  And share what I discover.
  3. Mail: I still use email (yeah, I know).  I talk to people that way, and respond to requests, but also get questions answered and pointers to things.  (I’m bad about using the phone, mea culpa.)
  4. GoodReader: I use GoodReader on my iPad to read longish PDFs, white papers, and things. Also to read and mark up the journal or conference submissions I review. Or for requests for colleagues.
  5. MS Word: writing is one of the first ways I make sense of the world. Articles, columns, books.  And they all get written in Word. I wouldn’t mind disentangling myself, but it’s pretty much a lingua franca  and has industrial-strength outlining, which I rely on for longer writing.
  6. WordPress (e.g. this blog): is the other way I write and make sense of the world. It gets autoposted to LinkedIn and Facebook (at least, notifications), so comments there or here are a way for me to learn.
  7. Keynote is the presentation tool I use, and I create the stories I present at conferences in Keynote.
  8. OmniOutliner: another tool I use to be organized is OmniOutliner. Outlines are great ways for me to think in, or even just related columns. I can’t see how to do the outline function as well in something like a spreadsheet, or I would, because the columns in OO are, well, very expensive to upgrade.
  9. Omnigraffle: another way I make sense is to diagram. And…while I’m a bit grumbly at their support right now, OmniGraffle is still my ‘go to’ tool for this. I don’t need all the power, and it’s expensive, but I haven’t found a replacement yet that works as intuitively.
  10.  Zoom: I’ve pretty much switched to Zoom over Skype, so talking to my ITA colleagues,  or having video chats with folks is most often through Zoom these days.

Please do share your list, too!

A solid education platform

19 June 2018 by Clark 4 Comments

In the past couple of days, I’ve come across two different initiatives to improve education. And certainly our education system can stand improvement. However, each one had the same major flaw, and leaves open an opportunity for improvement not to occur. Over a number of engagements I’ve developed the basis of what I think is a necessary foundation for a viable education platform. It’s time to toss it out and see what you all think.

So, one initiative had a proposal of 10 different areas they wanted people to contribute in. This included AI, and personalization, and ‘out of class’ credit, and more. Which is all good, make no mistake! However, nowhere was there the option of ‘a deeper pedagogy’. And that’s a problem. It’s all too easy to chase after the latest shiny object. It makes us feel like we’re both doing something constructive and keeping up with developments. (Not to mention how much fun it is to play with the latest things.) However, gilding bad design is still bad design! We need to make sure the foundation is strong before we go further.

The other initiative has three ways to contribute: lifelong learning, a marketplace, and emerging technology. And, again, the big gap is talking about the pedagogy to begin with.  With a marketplace, you might get some Darwinian selection process, but why not put it out there from the get-go? Otherwise, it’s just cool tinkering around a broken core.

Three partsSo here’s where I pitch my 3 part story. Note that curriculum is broken too (I’m channeling Roger Schank: ‘Only two things wrong with education, what we teach and how we teach it’), and yet I’m not addressing that. Well, only a second layer of curriculum (see below ;). I think the choice of the first level curriculum is a big issue, but that changes depending on level, goals, etc. Here I’m talking about a platform for delivering the necessary elements of a supportable approach:

  1. The first element is a killer learning experience. What do I mean here? I mean an application-based learning approach. Even for so-called theory classes (e.g. typical higher ed), you  do something with this. And the experience is based upon minimal content, appropriate challenge, intrinsic motivation, and more. My claim: this is doable, even when you want to auto-mark as much as possible. Of course, there are still people in the loop.
  2. Which leads to the second element, we as the provider are a partner in your success. It’s not ‘sink or swim’, but instead we’re tracking your progress, intervening when it looks like you’re struggling, and accessible at your time and place. We’re also providing the necessary resources to succeed. And we’re not interested in a curve, we’re competency-based and want everyone to get where they can be.  We’re also making sure you’re getting what you need.
  3. And that’s the third element, we  develop you. That is, we’re not just developing your knowledge of the field, we’re also developing key success skills. That means we’re giving you chances to practice those skills as well,  and tracking them and developing them as well. This includes things like communication, collaboration, design research, and more. So-called 21C skills.

I suggest that with such an approach, and the right curriculum, you’re providing a full suite of what education  should  be about. And, I suggest, we can do this now, affordably. Technology is part of the picture, learning science is part of the picture, and the commitment to do the right thing is part of the picture. Also, I think this is viable at all levels. K12, higher ed, and workplace.

And, I’ll suggest, anything less really isn’t defensible. We have the know-how, we have the tools, all we need is the will. Yet, despite some notable steps in the right direction, we’re really not there. It’s time to put a stake in the ground. Who’s up for it?

Services

31 May 2018 by Clark Leave a Comment

From time to time, it’s worth a reminder that Quinnovation (the firm behind the blog) is available to help you.  Here are the services you can look to from me, in case you want to accelerate your success.

And a wee bit of self-promotion: if expertise comes from years of practice, how about 3+ decades of investigating the breadth and depth of learning & performance, and exploration of technology support?  Why not get assistance from where the thinking originates, not the several-steps away diluted version?

Consulting:

Learning Design: are your design processes yielding the outcomes they should and need to? I have worked with many organizations to generate or tighten learning design processes to reflect learning science (not myths). I recognize that most organizations can’t completely revamp their approaches, so I look to the small changes with the biggest impact. A white paper talks about this.

Performance Ecosystem Strategy: are you leading your organization forward in learning (read: innovation) or are you still taking orders for courses?  Based on the book, I’ve helped a number of organizations understand the full spectrum of possibilities, evaluate their situation, and prioritize short-, medium-, and long-term steps.  Another white paper talks about this.

Games & Mobile: I’ve helped a number of organizations get their minds, strategies, and design processes around mobile and/or games, based upon  those  books.

Workshops

Want to get your team up to speed on learning science, strategy, games, mobile, or more?  I have workshops on each that are interactive, engaging, and effective. Preferably, they’re coupled with followup to extend the learning (applying the learning science), and that can be done in a variety of ways.

Presentations

A number of organizations around the world have booked me to speak to their audiences. They have been about the subjects of my books, or the future of learning technology in general. And have indicated they were quite satisfied with the result ;). If you want a credible, engaging presenter around intelligence augmentation, I’m a candidate.

Writing

In addition to books, I write white papers, blog posts, and articles for others. I could do the same for you.

Coaching

If you’re a learning leader that would like assistance over time addressing your organization’s needs, it would certainly be worth a conversation. I haven’t done this formally, but it seems like a natural extension.

And, of course, there are combinations of these services as well. You can find out more at the official Quinnovation site. Next week we return you to your regularly scheduled blog at this same channel.

Context is key

29 May 2018 by Clark 1 Comment

Workflow learning is one of the new buzzphrases. The notion is that you deliver learning to the point of need, instead of taking people away from the workflow. And I’m a fan. But it’s not as easy as it sounds!  Context is a critical issue in making this work, and that’s non-trivial.

When we create learning experiences, typically we do (or should) create an artificial context for learners to practice in. And this makes sense when the performance has high consequences.  However, if people are in the workflow, there is a context already. Could we leverage that context for learning instead of creating one?  When would this make sense?

I’d suggest that there are two times workflow learning makes sense. For one, if the performers aren’t novices, this becomes an opportunity to provide learning at the point of need to elaborate and extend learning. Say, refining knowledge on sales, marketing, or product when touching one of them.  For another, it would make sense if the consequences aren’t high and the ease of repair is easy. So, sending on a workpiece that will get checked anyways.

Of course, we  could just do performance support, and not worry about the learning, but we can do that  and support learning as well. So, having an additional bit of learning content at the right time, whether alone or in conjunction with performance support, is a ‘good thing’.  The difficulties come when we get down to specifics.

Specifically,  how do we match the right content with the task? There are several ways. For one, it can just be pull. Here the individual asks for some additional help and/or learning. This isn’t completely trivial either, because you have to have a search mechanism that makes it easy for the performer to get the right stuff. This means federated search, vocabulary control, and more. Nothing you shouldn’t already be worrying about for pull learning anyways, but for the record.

Second, you could do push. Here it gets more dicey.  One way is to have content tied to specific instances. This can be hand done as some tools have made possible. That is, you instrument content with help where you find, or think, it could be needed. The other way is to be smart  about  the context.

And this is where it gets complicated. For such workflow learning to work, you really want to leverage the context, so you need to be able to  identify  the context.  How do you know what they’re doing? Then you need to map that context to content. You could use some signal (c.f. xAPI) that tells you when someone touches something. Then you could write rules that map that touch to the associated content. It might even by description, not hardwired, so the system’s flexible. For instance, it might change the content depending on how many times and how recently this person has done this task.  This is all just good learning engineering, but the details matter.

Making workflow learning work is a move towards a more powerful performance ecosystem and workforce, but it requires some backend effort.  Not surprising, but worth being clear on.

Real (e)Learning Heroes

24 April 2018 by Clark Leave a Comment

Super logoWhile there are people who claim to be leaders in elearning (and some are), there is another whole group who flies under the radar. These are the people who labor quietly in the background on initiatives that will benefit all of us. I’m thinking in particular of those who work to advance our standards. And they’re really heroes for what they’ve done and are doing.

The initial learning technology standards came out from the AICC.  They wanted a way to share important learning around flight, an area with a big safety burden.  Thus, they were able to come together despite competition.

Several other initiatives include IEEE (which is pretty much  the US based effort on electric and electronic technology standards to the international stage), and the IMS efforts from academia.  They were both working on content/management interoperability, when the US government put it’s foot down. The Department of Defense’s ADL initiative decided upon  a  version, to move things forward, and thus was born SCORM.

Standards are good. When standards are well-written, they support a basis upon which innovation can flourish.  Despite early hiccups, and still some issues, the ability for content written to the standards to run on any compliant platform, and vice versa, has enabled advancements. Well, except for those who were leveraging proprietary standards.  As a better example, look how the WWW standard on top of the internet standards has enabled things like, well, this blog!

Ok, so it’s not all roses.  There are representatives who, despite good intentions, also have vested interests in things going in particular directions. Their motivations might be their employers, research, or other agendas.  But the process, the mechanisms that allow for decision making, usually end up working. And if not, there’s always the ADL to wield the ‘800 lb gorilla’ argument.

Other initiatives include xAPI, sponsored by ADL to address gaps in SCORM. This standard enables tracking and analytics  beyond the course. It’s no panacea, but it’s a systematic way to accomplish a very useful goal. Ongoing is the ICICLE work on establishing principles for ‘learning engineering’, and IBSTPI  for training, performance, and instruction.  Similarly, societies such as ATD and LPI try to create standards for necessary skills (their lists are appendices in the Revolution book).

And it’s hard work!  Trying to collect, synthesize, analyze, and fill in gaps to create a viable approach requires much effort both intellectual  and social!  These people labor away for long hours, on top of their other commitments in many cases.  And in many cases their organizations support their involvement, for good as well as selfish reasons such as being first to be able to leverage the outputs.

These people are working to our benefit. It’s worth being aware, recognizing, and appreciating the work they do.  I certainly think of them as heroes, and I hope you will do so as well.

Tools and Design

11 April 2018 by Clark 2 Comments

I’ve often complained about how the tools we have make it easy to do bad design. They make it easy to put PPTs and PDFs on the screen and add a quiz. And not that that’s not so, but I decided to look at it from the other direction, and I found that instructive. So here’re some thoughts on tools.

Authoring tools, in general, are oriented on a ‘page’ metaphor; they’re designed to provide a sequence of pages. The pages can contain a variety of media: text, audio, video.  And then there are special pages, the ones where you can interact.  And, of course, these interactions are the critical point for learning. It’s when you have to act, to  do, that you retrieve and apply knowledge, that learning really happens.

What’s critical is  what you do.  If it’s just answering knowledge questions, it’s not so good.  If it’s just ‘click to see more’, it’s pretty bad.  The critical element is being faced with a decision about an action to take, then apply the knowledge to discriminate between the alternatives, and make a decision.  The learner has to commit!  Now, if I’m complaining about the tools making it easy to do bad things, what would be good things?

That was my thinking: what would be ideal for tools to support? I reasoned that the interactions should represent things we do in the real world.  Which, of course, are things like fill in forms, write documents, fill out spreadsheets, film things, make things.  And these are all done through typical interactions like drag, drop, click, and more.

Which made me realize that the tools aren’t the problem!  Well, mostly; click to see more is still problematic.  Deciding between courses of action can be done as just a better multiple choice question, or via any common form of interaction: drag/drop, reorder, image click, etc. Of course, branching scenarios are good too, for so-called soft skills (which are increasingly the important things), but tools are supporting those as well.  The challenge  isn’t inherent in the tool design.  The challenge is in our thinking!

As someone recently commented to me, the problem isn’t the tools, it’s the mindset.  If you’re thinking about information dump and knowledge test, you can do that. If you’re thinking about putting people into place to made decisions like they’ll need to make, you can do that. And, of course, provide supporting materials to be able to make those decisions.

I reckon the tool vendors are still focused on content and a quiz, but the support is there to do learning designs that will really have an impact.  We may have to be a bit creative, but the capability is on tap. It’s up to (all of) us to create design processes that focus on the important aspects.  As I’ve said before, if you get the design right, there are  lots of ways to implement it!

No all-singing all-dancing solution

3 April 2018 by Clark 1 Comment

I was pinged on LinkedIn by someone who used the entrée of hearing me speak in next week’s Learning Solutions conference to begin discussing LMS capabilities. (Hint: they provide one.)  And I thought I’d elaborate on my response, as the discussion prompted some reflections.  In short, what are the arguments for and against having a single platform to deliver an ecosystem solution?

In Revolutionize Learning & Development, I argue for a Performance & Development ccosystem. The idea is more than courses, it’s performance support, social, informal, etc. It’s about having a performer-centric support environment that has tools and information to hand to both help you perform in the moment  and develop you over time. The goal is to support working alone and together to meet both the anticipated, and unanticipated, needs of the organization.

On principle, I tend to view an ‘all singing all dancing’ solution as likely to fail on some part of that. It’s implausible that a system would have all the capabilities needed.  First, there are  many functionalities: access to formal learning, supporting access to known or found resources, sharing, collaborating, and more.  It’s unlikely that all those can be done well in one platform. Let alone, doing them in ways that matches any one organization’s ways of working.

I’m not saying the LMS is a bad tool for what it does. (Note: I am not in the LMS benchmark business; there are other people that do that and it’s a full time job.) However, can an LMS be a full solution? Even if there is some capability in all the areas, what’s the likelihood that it’s best-of-breed in all? Ok, in some small orgs where you can’t have an IT group capable of integrating the necessary tools, you might settle for working around the limitations. That’s understandable. But it’s different than choosing to trust one system. It’s just having the people act as the glue instead of the system.

It’s always about tradeoffs, and so integrating best-of-breed capabilities around what’s already in place would make more sense to me.  For instance, how *could* one system integrate enterprise-wide federated search as a stand-alone platform? It’s about integrating a suite of capabilities to create a performer-centric environment. That’s pretty much beyond a solo platform, intrinsically. Am I missing something?

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