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8-11 August 2006
Ottawa Congress Centre
Working with and
Learning from
Pedagogical Expertise
Diana Laurillard
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Quic kTime™ and a
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8-11 August 2006
Ottawa Congress Centre
Outline
The strategic context for e-learning
What practitioners want from strategy
Drivers and enablers for innovative change
What practitioners want from learning design
Learning design information flow
A Module Planner
A Pedagogy Planner
Why does it matter? - A global perspective
QuickTime™ and a
None decompressor
are needed to see this picture.
DfES 5-year strategy for education and skills (2005)
The aims for
a 21st
century
system…
Personalisation
and choice
Opening up
services
Flexibility and
independence
Staff
development
Collaborative
partnerships
DfES e-learning strategy (2005)
• Personalise teaching and learning
will need the
contributions
ICT and elearning can
make, to…
• Include the hard to reach groups
• Open up a more flexible system
• Improve productivity and effectiveness
DfES E-Learning consultation 2004
Barriers to innovation - what the practitioners say:
Low skills
• leaders need support for planning and resourcing ICT
• teachers need support to improve their use of ICT
Weak content
• does not exploit the technology for pedagogy
• immature commercial market
• unsuitable assessment methods that inhibit change
Lack of infrastructure management
• need a more robust approach to standards
• more institutional capacity to sustain ICT infrastructure
• a common approach to networks and platforms
• a joined-up approach to procurement
DfES cross-sector e-learning strategy (2005)
The aims for a
21st century
system…
Personalisation
and choice
Opening up
services
will need the
contributions ICT
and e-learning
can make, to…
Flexibility and
independence
Staff
development
Collaborative
partnerships
• Personalise teaching and learning
• Include the hard to reach groups
• Open up a more flexible system
• Improve productivity and effectiveness
An integrated online information service
Online learning and personal support for learners
A collaborative approach to personalised learning
ICT training and support package for practitioners
A leadership package for organisational capability
A common digital infrastructure
What does it take to innovate in teaching?
Drivers = things you can’t ignore
• Strategic plans
• Funding imperatives
• Learner needs
• Stakeholder demands
• Career opportunities
• Curriculum requirements
• Assessment requirements
• Quality standards
Drivers
Teachers
Designers
Leaders
A strategy must address all these drivers
What does it take to innovate in teaching?
Enablers = things you can’t do without Drivers
• Training and development
• Information & guidance
Teachers
• Shareable resources
Designers
• Online communities
Leaders
• Learning design toolkits
• Economic modelling
• R&D on pedagogies
• ICT systems and services
Enablers
• Rights and IPR advice
A strategy must provide all these enablers
Drivers and enablers for the teacher?
Learner needs
Curriculum
requirements
Drivers
Career opportunities
Quality standards
Assessment
requirements
Teachers
Information,
advice
Shareable
resources
Online
communities
Economic
modelling
R&D on
pedagogies
Training and
development
ICT systems
and services
Learning
design toolkits Rights and
Enablers
IPR advice
We must address all these drivers and enablers
JISC Design for Learning Programme:
a ‘pedagogy planner’
Assistance to promote e-learning quality and re-use
Theory-based but adaptable in light of practice
Support for ‘module’ level blended learning
Support for ‘session’ level blended learning
Enabling iterative design of e-learning
Enabling lecturers to collaborate
An implementation environment for testing e-learning
A User-oriented Planner for Learning Analysis and Design
Findings from lecturers - Module planning
Give me ideas
Offer sources of
inspiration
Key issueMotivate
is
lackwith
ofpersonalised
time;
Help
planning the
learning
- staff,
low
ITtoskills
-out
scaffold
it
links
between
Help me design teachingAssumeNeed
map
module
students
and
managers
carefully,over
make
it painless
objectives,
resources,
weeks
then
work at
alland
have
to and
want
it must
learning
activities;
Language
terminology
sequencing
timing
Key
issue
is
lackhave
of
be explained
and
changeable
Planning
in
Other
tutors
may
Make it easy
familiarity
assessment;
Must be work
able
to workwith
from
managed
or
pedagogy,
existing negotiated
plans
and materials
Address
risks of
Not
sure
what’s
innovation
Plan usePlan
of
VLE
and
what it
for
diverse
possible
withdifferent
new
this
level with
Help me plan the work offers atstudents,
technology
skills
and experience,
Overcoming
system
barriers need
for staff
hints andpacing,
tips from
other
feedback
Findings from lecturers - Pedagogy planning
Make the design tool flexible
Must be able to start
at any stage,
working
Introduce
balance
Couldnovelty
be onebut
objective
from
macro
to micro,
Start
from
a
model
that or
with efficacy
per week, or 1.5 weeks,
or
starting
at micro
can
be
changed
Make it easy
several
objectives
A framework for thinking,
me modify
as
KeepLet
it what’s
simple,
but
reminders
of
possible,
Need
support
for
timing of
moduleand
develops,
extensible
standard
new techniques
student work solutions,
expanding
granularity
templates
are
good
if they
Give me ideas
expand
horizons,
ideas
not
Allow(conditions
links to existing
change)
produce
something
Begin
with
broad
advice,
talking
heads
planning tools - of other
The
tool should
concepts
thenof
lecturers,
drop-down
menu
Offer
generic
template,
MindManager,and
respond
to
initial ones
prioritise
- which
need
alternatives
and
module-specific
Give me help with design ideas,ModuleGenie
conditions
-which
e.g. offer
instruction,
need
and
links
to
subject
Link activities
to
resources
Output
to powerpoint
activities
appropriate
learner
activity
examples
Find could
the relevant
resources
benumbers
useful;
don’t limit
for
Enable
lecturers
to
output
must
be
easily
Adapt to my practice
Link to types
of pedagogy:
share
their practice
available
typologies
to promote variety
Learning Design Information Flow
Initial conditions:
Curriculum
Assessment
Resources
Learners
From basic initial
data: Module
Design the
Data
Data
outline
overall
module
outline
Data
Data
Session
plans and
learning
activities
Students
Data
Data
Course
Schedule/
Calendar
Publish to staff
and students
Data
Distribution
of resources
Data
Design the overall module outline
Given the basic information about the module, you can use this
template to plan the initial version of the objectives,
assignments and resources
Course title
Title
Current ideas
Experience
Keywords/
phrases
Notes on lessons Distill aims,
learned from
outline, interests,
previous reading, problems, and
experience
learning
objectives into
keywords and
phrases for
search
Red refers to
information that
passes to other
decision points
Blue refers to
information passed
from other
decisions
Course credit
hours
Course level
Overall aims
Outline
curriculum
Aim 1
Aim 2
Aim 3
Aim 4
Topic 1
Topic
Topic
Topic
Topic
Participants'
interests
1
2
3
4
Problems /
misconceptions
1
2
3
4
2
3
4
5
Web-pages or
Spreadsheet
“Give me ideas”
A filled template [related]
Topical web links
Related case studies
“Make
it website
easy”
Subject
centre
Research findings
Output to next stage:
Examiners’ reports
StudentTopics
feedback forms
Quality reports
Learner needs
Requirements of professional bodies
Objectives
Assessment types
Credit hours
Staff resource
No. of students
Learning Design Information Flow
Initial conditions:
Curriculum
Assessment
Resources
Learners
Data
Session
plans and
learning
activities
Students
Data
From basic initial
data: Module
Design the
Data
Data
outline
overall
module
outline From overall
Distribution
Data
outline:
Plan
of resources
Data
resource use
Data
Course
Schedule/
Calendar
Publish to staff
and students
Data
Decide study hours by method
Please assign total student time (hours) to be spent on
each of the following (activities set in module plan):
Lecture
“More likely to plan
Tutorial
study hours by content
Reading material
than by method”
Library work
“Methods have to fit
Assignment
together as part of a
Workshop
learning activity”
Interactive testing
Computer-based tools
Total matches?
Web resources
Online asynchronous conference
Online synchronous conference
Assign learning activities to study hours/methods
This is your current plan for how students spend their
time on this course/module:
Student time (hours) to be spent on learning activities for each medium
Learning activities
Attending
Investigating
Discussing
Practising
Articulating
Total contact
Total study
Lecture
Tutorial
2
Print
1
Library
5
TMA Workshop ICMA
2
2
4
1
5
5
1
1
2
Tools
WebR
CMC
1
2
4
4
2
AudioGr Total hours
1
12
5
3
2
10
16
7
3
14
3
36
4
Learner is taking active
part
6
4
10
4
6
3
in discussion, not necessarily
Digital tools for data talking all the time, but
“Help me plan the work”
manipulation, charting,
expecting to talk. If they are
“Help
me design the teaching”
designing, testing, etc.
not taking part,
but listening,
Show example
or 'lurking', then that activity
would
count asof
'attending'.
Is this an appropriate
balance
learning activities?
2
5
> 20% of student time on ‘attending’ may be too much?
Change or reassign learning activities to suit your context
Learning Design Information Flow
Initial conditions:
Curriculum
Assessment
Resources
Learners
Data
Data
Data
Session
plans and
learning
activities
Students
Data
Module
outline
Data
From
overall
Distribution
Data
outline:
Plan
of resources
Data
resource use
FromCourse
resource Data
distribution:
Schedule/Plan
theCalendar
schedule
Publish to staff
and students
Develop the Module Calendar
All weeks
Yellow cells/columns can be edited
Week 1
Objectives: Week 1
This is your Module Calendar for the 4 weeks.
Academic Support
Student Student Academic Support
staff to contact
study methods
staff
staff can
The times you have staff
assigned
selected
contact
contact
hours
hours
contact
contact
now be distributedhours
by student
contact and
hours
hoursstudy
hours
time, and senior and support staff time.
Objectives
Staff/student time in Student Student
contact study
blue is transferred
hours
hours
from the 'Template'
worksheet. Red
denotes calculated
cells
Objectives
Lecture Yellow cells/columns can be edited Objectives:1 Week 1
Staff/student time in
maroon is transferred
Tutorial
3
from
the 'Template'
worksheet. Red
denotes
calculated
Print
4
cells
Library
4
Lecture
Tutorial
Marked ass't
4
Print
Library
Marked
ass't
Workshop
5
Workshop
Comp-marked ass't
Comp-marked ass't
5
Comp-based tools
Web resources
Comp-based
tools
4
Online
conf
Audio graphics
Totals
12
28
16
112
2
7
43
Web resources
Online conf
4
Audio graphics
3
Totals
12
28
Student Student Academic
contact study
staff
hours
hours
contact
hours
Support
staff
contact
hours
Student Student Academic
contact study
staff
hours
hours
contact
hours
1
10
0
0
10
1
5
2
0
1
1
10
70
0
0
Objectives: Week 2
Support
staff
contact
hours
Student
contact
hours
0
20
0
4
1
27
20
5
0
0
1
7
3
8
30
Objectives: Week 3
Student Academic Support Student Student
study
staff
staff
contact study
hours
contact
contact hours
hours
hours
hours
Objectives: Week 4
Academic
staff
contact
hours
Support
staff
contact
hours
Student
contact
hours
1
Student Academic Support Student Student
study
staff
staff
contact study
hours
contact
contact hours
hours
hours
hours
Academic
staff
contact
hours
4
1
1
6
Support
staff
contact
hours
“Lecturers 1
should be able
2
2 to generate
1 more columns”
2
1
10
The first four columns show
the
total
time
for
staff
and
16
112
2
7
4
19
students, across your selected methods
The totals in the end columns should match those in the
first columns.
1
3
4
4
4
5
5
4
3
4
3
1
10
0
0
0
5
0
0
0
0
0
0
20
0
4
27
20
0
0
3
8
30
1
4
1
1
1
6
1
2
2
1
1
2
10
1
19
2
1
1
2
2
10
1
15
3
1
1
7
1
1
15
3
1
1
4
7
1
27
20
1
1
2
1
6
1
2
10
18
41
1
1
8
2
3
37
1
3
0
0
0
5
0
0
0
0
3
0
0
4
4
4
0
5
4
3
4
0
1
10
0
0
0
15
0
0
0
0
0
0
20
0
4
27
20
0
0
3
8
30
12
28
26
112
Generate the Module Calendar and Study Guide
The Module Calendar generates an outline Study
Guide that can be edited for publishing in the LMS.
The contact and study hours assigned to each method
have been entered into this template. Edit the yellow
squares to fit the objectives for each week.
Study Guide for
Times and objectives in blue are
transferred from Course Calendar
Course title
Yellow shaded boxes
are to be edited
Activities for Week 1:
There will be a lecture on
There will be one tutorial this week on
Prepare for the tutorial by reading
Library work is reading
The assignment to be marked is
There will be a workshop on
There is a computer assignment on
Investigate the web resources
Use the
An online conference on
There will be an audio online tutorial on
Objectives: Week 1
Lecture 1
Title Tut 1
Text 1
Reading list 1
Ass't 1
Workshop 1
ICMA 1
Websites 1
Title Tool 1
Conf 1
Title AG1
Study Guide for
Time (hrs)
at
at
Time Lect 1
Time Tut 1
at
Time W/S 1
at
Time AG1
Activities for Week 2:
0 There will be a lecture on
1 There will be one tutorial this week on
1 Prepare for the tutorial by reading
1 Library work is reading
0 The assignment to be marked is
0 There will be a workshop on
2 There is a computer assignment on
0 Investigate the web resources
2 Use the
1 An online conference on
1 There will be an audio online tutorial on
“Help me plan the work”
“Make it easy”
“Help me design the teaching”
Course title
Study times and
objectives have
been transferred
from the Module
Calendar
Objectives: Week 2
Lecture 2
Title Tut 2
Text 2
Reading list 2
Ass't 2
Workshop 2
ICMA 2
Websites 2
Title Tool 2
Conf 2
Title AG2
Time (hrs)
at
at
Time Lect 2
Time Tut 2
at
Time W/S 2
at
Time AG2
1
0
1
1
0
0
2
1
1
1
1
Learning Design Information Flow
Initial conditions:
Curriculum
Assessment
Resources
Learners
Data
Data
Data
Data
From the
Session Plan
schedule:
plans and
the
pedagogy
learning
and
learning
activities
activities
Students
Data
Module
outline
Data
Data
Distribution
of resources
From
resource
Course
distribution:
Schedule/Plan
Calendar
the
schedule
Publish to staff
and students
Data
Session planning - the ‘Pedagogy Planner’)
Select a session or week to design in detail
Week 1: Objective(s) 1 (from Study Guide)
Week 2: Objective(s) 2 (from Study Guide)
Week 3: Objective(s) 3 (from Study Guide)
Week 4: Objective(s) 4 (from Study Guide)
Planning a session
Where do you wish to begin (tick one)?
“Make the design
tool flexible”
Refine the learning objective(s) for this Session
Define likely learner difficulties with this topic
“This would
beobjectives
good for
Decide what it takes to achieve
these
helping new tutors”
Adapt a related learning activity sequence
“By making plans explicit,
this process
might help
Design a new learning activity
sequence
students to force recalcitrant
Implement a learning activity
design
LAMS
lecturers
to dointheir
job
properly”
Decide what it takes to achieve these objectives
Week 2: [Objectives from Module Calendar] “Use student
“Capture
experiences
feedback
forms”
Student contact time: 2 hours
of other lecturers”
Student study time: 2 hours
patterns
help students
Method(s): Workshop (2 These
hours) Digital
tool would
(2 hours)
thinkinthrough
their initial
thoughts
for an
Learners’ needs: [As defined
Module Planner
and further
refined
in previous steps…]
unfamiliar area of study, and prepare for
being introduced to theoretical
constructs
andlisted
definitions.
The following learning
designs are
in order of likely
• Related learning patterns
usefulness.
Raising awareness of
alternativeLAMS
perspectives
on an issue
• Related
sequence
Eliciting and comparing
learners’
initial
constructs
a concept
• [Topic]
case
study
from for
CETL,
JISC
Generating constructive questions
MLA, etc
Supporting a design process
• Reusable
learning objects for [Topic]
Understanding how a
system works
from MERLOT,
etc.
and file JORUM,
any sequences,
Select one to work through,
cases or RLOs that might be useful.
Adapt a related learning activity sequence
This sequence is
designed to help learners
think through their initial
ideas for an unfamiliar
field of study, and prepare
for understanding the
expert definitions and
concepts.
Work through the
sequence, to see how you
experience it as a
learning process.
A sequence to elicit and compare
learners’ constructs for ‘paintings’
Property:
Yes
Q uickTim e™ and a
TI FF ( Uncom pr essed) decom pr essor
ar e needed t o see t his pict ur e.
Link to separate
window
displaying
paintings
displayed with
access to zoom
Q uickTim e™ and a
TI FF ( Uncom pr essed) decom pr essor
ar e needed t o see t his pict ur e.
Q uickTim e™ and a
TI FF ( Uncom pr essed) decom pr essor
ar e needed t o see t his pict ur e.
Q uickTim e™ and a
TI FF ( Uncom pr essed) decom pr essor
ar e needed t o see t his pict ur e.
Voting: Select any
three of
these
paintings
Q&A: Can you think of
a property or
description that
applies to two but
not to the third?
Voting: Which of
the rest have
this property
or feature?
No
Repeat the last three steps,
selecting threes for the
student until all instances
have been covered at
least once
Q&A: You have sorted the
items in the same way
for these properties: A,
C, F. What does that tell
you?
Forum: propose your ideas to
others, and compare your
sorts - are they the
same?
Voting: propose and vote on
properties that are the
most interesting
Forum: here are the experts’
definitions - how would
you sort using these?
Adapt a related learning activity sequence
Does it meet the requirements for a
fully supported learning process?
Access to the teacher/expert ideas
Learner can offer their ideas
Feedback from other learners
Can discuss the work with a teacher
Clear task goal
Meaningful intrinsic feedback
Learners can improve their work
Learners can compare their work
Can discuss and debate their work
framework
for
The teacher can adjust the “A
task
set
thinking, reminders of
what’s possible”
RETHINKING
UNIVERSITY
TEACHING
a conversational
framework for the
effective use of
learning technologies
2nd Edition
RoutledgeFalmer, 2002
Adapt a related learning activity sequence
Does it meet the requirements for a fully supported learning
process?
Forum: here are the experts’
definitions - how would
Access to the teacher/expert ideas
Q&A:you
Cansort
youusing
thinkthese?
of a
Learner can offer their ideas
property or description
Forum:
ideas
thatpropose
appliesyour
to two
but to
not
others,
and compare your
Feedback from other learners
to the third?
sorts - are they the
No
- needs to be adapted
Can discuss the work with a teacher same?
Not explicitly stated
Clear task goal
Q&A: You have sorted the
items in the same way for
Meaningful intrinsic feedback
these properties: A, C, F.
What
does
that tell
you?
Yes
if they
repeat
activities
Learners can improve their work
Forum: propose your ideas to
others, and compare your
Learners can compare their work
sorts - are they the
Forum: propose your ideas to
same?
others, and compare your
Can discuss and debate their work
sorts - are they the
- needs to be adapted
The teacher can adjust the task set Nosame?
Adapt a related learning activity sequence
Week 2: Objective(s) from Module Calendar
Consider the assessable learner output from this pattern:
‘Properties’ defined by individual
‘Properties’ defined by group
Discussion contributions
Voting decisions
Use of expert definitions
Does this give you sufficient to assess (a) whether the
objective has been achieved, (b) whether the sequence is
effective?
Adapt the sequence until it is ready for testing
Implement and share a learning activity sequence
Set up the learning activity design as a LAMS
sequence
Adapt and test until it is clearly an effective
learning design
Capture learner outcomes as evidence
Publish sequence on the Module website
Generalise the topic and activities
Publish on the LAMS Community website
A sequence to elicit and compare
learners’
learners’constructs
constructs for
for ‘chemicals’
‘paintings’
Property:
Yes
Link to separate
window
displaying
chemicals
paintings
displayed with
access to zoom
Voting: Which of
the rest have
this property
or feature?
No
Q&A: You have sorted the
items in the same way
for these properties: A,
C, F. What does that tell
you?
Voting: propose and vote on
properties that are the
most interesting
Voting: Select any
three of
these
chemicals
paintings
Q&A: Can you think of
a property or
description that
applies to two but
not to the third?
the last three steps,
“Start from Repeat
a model
that
selecting threes for the
student until all instances
can be changed”
have been covered at
least once
“Keep it simple,
but
propose your ideas to
extensible -Forum:
standard
others, and compare your
- are they
templates aresorts
good
if the
they
same?
produce something”
Forum: here are the experts’
definitions - how would
you sort using these?
Implement and share a learning activity sequence
Set up the learning activity design as a LAMS
sequence
Adapt and test until it is clearly an effective
learning design
Capture learner outcomes as evidence
Publish sequence on the Module website
Generalise the topic and activities
Publish on the LAMS Community website
A sequence to elicit and compare
learners’ constructs for ‘X’
“Offer generic templates, and
module-specific ones and
Link to separate
links to subject examples”
window
displaying
‘instances of X’
displayed with
access to zoom
Voting: Select any
three of
these
instances of
the concept
‘X’
Q&A: Can you think of
a property or
description that
applies to two but
not to the third?
From specific to generic ~
The pedagogy is captured
in a customisable form
and populated with RLOs
Voting: Which of
the rest have
this property
or feature?
Repeat the last three steps,
selecting threes for the
student until all instances
have been covered at
least once
Q&A: You have sorted the
items in the same way
for these properties: A,
C, F. What does that tell
you?
Forum: propose your ideas to
others, and compare your
sorts - are they the
same?
Voting: propose and vote on
properties that are the
most interesting
Forum: here are the experts’
definitions - how would
you sort using these?
Drivers and enablers for the teacher?
Learner needs
Curriculum
requirements
Drivers
Career
Career opportunities
opportunities
Quality standards
Assessment
requirements
Teachers
Information,
advice
Shareable
resources
Online
communities
Economic
modelling
R&D on
pedagogies
Training and
development
ICT systems
and services
Learning
design toolkits Rights and
Enablers
IPR advice
We must address all these drivers and enablers
Implement and share a learning activity sequence
Set up the learning activity design as a LAMS
sequence
Adapt and test until it is clearly an effective
learning design
Capture learner outcomes as evidence
Publish sequence on the Module website
“Enable lecturers to
Generalise the topic and activities share their designs”
Publish on the LAMS Community website
The LAMS Community - www.lamscommunity.org
Add to
library of
teachers’
sequences
Ratings of
sequences in
terms of
usefulness
and number of
downloads
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QuickTime™ and a
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are needed to see this picture.
Is innovation in teaching like research?
Characteristics of being a researcher
teacher innovating
• fully trained through an apprenticeship program
• highly knowledgeable in a specialist area
• licensed to practice as both practitioner and mentor
to others in the field
• building on the work of others in their field
whenever they begin new work
• conducting practical work using the agreed
standards of evidence
• working in collaborative teams of respected peers
• seeking new insights and ways of rethinking
• disseminating findings for peer review and use
Drivers and enablers for the teacher?
Learner needs
Curriculum
requirements
Drivers
Career
Career opportunities
opportunities
Quality standards
Assessment
requirements
Teachers
Information,
advice
Shareable
resources
Online
communities
Economic
modelling
R&D on
pedagogies
Training and
development
ICT systems
and services
Learning
design toolkits Rights and
Enablers
IPR advice
We must address all these drivers and enablers
References
JISC e-Learning and Pedagogy
www.jisc.ac.uk/elearning_pedagogy
Design for Learning Programme
www.jisc.ac.uk/elp_designlearn.html
Pedagogy Planner project
www.wle.org.uk/d4l
Learning Patterns project
www.noe-kaleidoscope.org/pub/
‘Rethinking Pedagogy for the Digital Age’
(forthcoming).
How much HE is online
UK
Canada
Australia
South Africa
Asia Pacific
LI/LMI
Returning
TOTAL
% None - modest
76
75
65
85
65
88
75
75
% significantly online
8
10
16
8
13
6
12
9
Low Income/Low-Middle Income countries (LI/LMI)
Learning design tools will help to lower the
barriers to online teaching and learning
[Source: OBHE, 2004]
Demand for Higher Education
• Worldwide HE places to be 125 million in 2020
• Demand for international education places:
– 2.1 million in 2003
– 5.8 million by 2020
• Age participation rate:
– 40% – 50% in ‘north’
– Below 5% in many developing and emerging economies
The Observatory on Borderless Higher Education
www.obhe.ac.uk
Collaborative online teaching innovation
will help to meet the demand for HE
[Source: OBHE, 2004]
Quic kTime™ and a
TIFF (Unc ompres sed) dec ompres sor
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8-11 August 2006
Ottawa Congress Centre
Summary
We must clarify what we do for education strategies
Practitioners need both career and innovation support
Practitioners want flexibility and ideas in learning design
Innovation in teaching should be more research-like
A ‘Learning Design Planner’ must support action research
It must capture the pedagogy in a customisable form
Why does this matter?
- Education for all - Millennium Goal
- HE for all those who want it - Worldwide demand
There is no alternative to effective exploitation of technology
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