{"id":3629,"date":"2014-04-01T11:05:15","date_gmt":"2014-04-01T11:05:15","guid":{"rendered":"http:\/\/newsletter.alt.ac.uk\/?p=3629"},"modified":"2014-04-01T11:05:15","modified_gmt":"2014-04-01T11:05:15","slug":"digital-literacies-for-lifelongonline-learning","status":"publish","type":"post","link":"https:\/\/altc.alt.ac.uk\/blog\/2014\/04\/digital-literacies-for-lifelongonline-learning\/","title":{"rendered":"Digital literacies for lifelong\/online learning"},"content":{"rendered":"<p>One area the JISC digital literacies programme did not set out to explore was the capabilities required to learn successfully online. Before the current interest in <a href=\"http:\/\/publications.cetis.ac.uk\/2013\/667\">MOOCs<\/a> led to a resurgence of online-only provision, the focus was on harnessing digital technologies to the requirements of a blended context, and this was reflected both in the call for project bids and in the ideas which were put forward for funding.<\/p>\n<p><span style=\"line-height: 1.5em\">However, projects would not have been meeting the needs of their host institutions if they had ignored the current <\/span><a style=\"line-height: 1.5em\" href=\"http:\/\/www.universitiesuk.ac.uk\/highereducation\/Pages\/FuturesForHigherEducation.aspx\">drive to diversify modes of provision<\/a><span style=\"line-height: 1.5em\">, including via MOOCs, conventional closed online courses, and release of open content. Projects have also naturally been concerned with how the experiences offered to students on mainstream courses of study prepare them for lifelong learning, which will often take place in online settings. So as a programme we can offer some thoughts on the kind of capabilities, practices and approaches that are likely to stand students in good stead when they undertake learning online and\/or beyond the boundaries of formal education.<\/span><\/p>\n<h2><b>Defining digital literacies for online\/lifelong learning<\/b><\/h2>\n<p>Most general definitions of digital literacy are transferable to informal and online settings. For example, <a href=\"http:\/\/jiscdesignstudio.pbworks.com\/w\/file\/67486691\/Literacies%20development%20framework%20new.pdf\">Beetham and Sharpe&#8217;s Developmental Model<\/a> (see also working versions from the <a href=\"http:\/\/blogs.reading.ac.uk\/digitallyready\/resources\/wrp\/\">Reading<\/a> and <a href=\"http:\/\/digidol.cardiff.ac.uk\/learning-literacies-framework\/\">Cardiff<\/a> projects) suggests that at the highest level of development, a digitally literate person will:<\/p>\n<ul>\n<li><i>create a learning environment that suits my preferences and needs<\/i><\/li>\n<li><i>participate actively in global networks as well as in my digitally-enhanced local community<\/i><\/li>\n<li><i>plan my own learning journey, using technology to access opportunity, showcase achievements, and reflect on the outcomes<\/i><\/li>\n<li><i>(be) critical in my reading of messages in different media, and in my use of different technologies<\/i><\/li>\n<li><i>judge digital resources, environments, networks and opportunities for their value to me and others<\/i><\/li>\n<li><i>design original projects and generate my own goals, using digital devices\/media to help realise them<\/i><\/li>\n<li><i>behave ethically in contexts where the digital is blurring boundaries, and with an awareness of digital rights and safety<\/i><\/li>\n<\/ul>\n<p><span style=\"line-height: 1.5em\">A <\/span><a style=\"line-height: 1.5em\" href=\"http:\/\/uplace.org.uk:8080\/dspace\/bitstream\/handle\/10293\/1641\/digital%20lits%20v11%20web.pdf?sequence=5\">complementary model<\/a><span style=\"line-height: 1.5em\">, developed by the <\/span><a style=\"line-height: 1.5em\" href=\"http:\/\/jiscdesignstudio.pbworks.com\/w\/page\/50732781\/SEEDPoD%20project\">SEEDPoD project<\/a><span style=\"line-height: 1.5em\"> at Plymouth, shows how learners come to act as effective consumers and producers of digital content and as practitioners in a range of digital settings. Again the elements described are compatible with either a blended or a fully online environment, and with either a formally supported or informal\/self-directed context.<\/span><\/p>\n<h2><b style=\"line-height: 1.5em\">Supporting the development of relevant digital literacies<\/b><\/h2>\n<p>Both models suggest \u2013 and our experience bears out \u2013 that developing digital literacy requires, first, relatively structured experiences with technology, with clear expectations and goals and support for the technical and social\/educational activities to be undertaken. Later, experiences of learning with technology should be extensive and unstructured, with expectations and goals that derive from the subject of study and\/or the learners&#8217; own aspirations. With fully online learning, the intensively structured experiences need to be carefully orchestrated. This may be done with a face- to-face induction, with structured pre-course tasks to familiarise students with the technical environment and the techno-social practices of participation, and\/or by diagnosing students as &#8216;ready&#8217; to engage fully in the online experience.<\/p>\n<p><span style=\"line-height: 1.5em\">Motivation and self-efficacy are required for all higher learning (see for example Littlejohn <\/span><i style=\"line-height: 1.5em\">et al<\/i><span style=\"line-height: 1.5em\"> 2010) but online and lifelong learners need to have these already or develop them early in their course of study if they are to succeed. Again, this presents a challenge to course designers. Lacking the positive reinforcement of live contact, they may provide opportunities for learners to reflect on their goals, or help learners to build support networks online. Our projects have found that familiarity with social media makes it easier for learners to feel supported in online study settings.<\/span><\/p>\n<p><span style=\"line-height: 1.5em\">A <\/span><a style=\"line-height: 1.5em\" href=\"http:\/\/diglitpga.jiscinvolve.org\/wp\/category\/project-outputs\/\">DDL project at the Institute of Education<\/a><span style=\"line-height: 1.5em\"> has used mapping to explore the range of &#8216;domains&#8217; and &#8216;resources&#8217; that students use to knit together their life and learning. They found that even in predominantly face-to-face settings learners are generating their own distributed environments for study, which give access to resources but importantly also to social spaces in which they can make sense of their learning. Such environments are highly personal, but the programme has found that learners benefit from clear guidance on what is institutionally approved and expected, and from sharing practices with others.<\/span><\/p>\n<p><span style=\"line-height: 1.5em\">So online learners must be proactive in building social networks around their learning, just as they are in finding information and completing study tasks. Perhaps what is new is that they now have to engage comfortably across multiple platforms\/spaces, including spaces not owned and managed for them by the course provider. Especially in the case of open courses and opportunities, learners must understand how to restrict access to material shared on public networks, and also that there are benefits to undertaking some aspects of learning in public. Feedback from students involved in the <\/span><a style=\"line-height: 1.5em\" href=\"http:\/\/jiscdesignstudio.pbworks.com\/w\/page\/50732446\/ExeterCascade%20project\">Exeter Cascade project<\/a><span style=\"line-height: 1.5em\"> suggests that most prefer a closed environment when they are beginning to develop their academic\/professional identity. Contributing to public forums and web resources and showcasing outcomes are important experiences for lifelong learners, but should not be required until they feel relatively safe and confident in the modes of expression required.<\/span><\/p>\n<p><span style=\"line-height: 1.5em\">Projecting and managing identities online are essential capabilities not only for demonstrating the outcomes of learning but for participating successfully in a learning community. This has been a focus for a number of projects, including the <\/span><a style=\"line-height: 1.5em\" href=\"http:\/\/jiscdesignstudio.pbworks.com\/w\/page\/50732729\/Digitally%20Ready%20project\">Digitally Ready<\/a><span style=\"line-height: 1.5em\"> project at Reading, <\/span><a style=\"line-height: 1.5em\" href=\"http:\/\/jiscdesignstudio.pbworks.com\/w\/page\/50732789\/WORDLE%20project\">WORDLE<\/a><span style=\"line-height: 1.5em\"> (which has an <\/span><a style=\"line-height: 1.5em\" href=\"http:\/\/diglit.wortech.ac.uk\/\">online course on developing a professional digital identity<\/a><span style=\"line-height: 1.5em\"> \u2013 log-in required) and the <\/span><a style=\"line-height: 1.5em\" href=\"http:\/\/jiscdesignstudio.pbworks.com\/w\/page\/50732585\/DIAL%20project\">DIAL project at UAL<\/a><span style=\"line-height: 1.5em\"> (which hosted a <\/span><a style=\"line-height: 1.5em\" href=\"http:\/\/process.arts.ac.uk\/category\/project-groups\/professional-online-identities\">mini-project on professional online identities<\/a><span style=\"line-height: 1.5em\">). <\/span><a style=\"line-height: 1.5em\" href=\"http:\/\/jiscdesignstudio.pbworks.com\/w\/page\/50732712\/Digital%20Literacies%20in%20Transition%20project\">Digital literacies in transition<\/a><span style=\"line-height: 1.5em\"> (Greenwich) has mapped how students develop and project identities at key stages in their learning journey, while the <\/span><a style=\"line-height: 1.5em\" href=\"http:\/\/uplace.org.uk:8080\/dspace\/handle\/10293\/1641\">SEEDPoD Digital Literacies Guide<\/a><span style=\"line-height: 1.5em\"> includes sections on &#8216;presentation of self&#8217; and &#8216;digital footprint&#8217;.<\/span><\/p>\n<p><span style=\"line-height: 1.5em\">We have some indications &#8211; perhaps ironically &#8211; that reviewing, assessing and developing one&#8217;s digital presence are best done in a well-supported real-world setting. This may be because students engage more confidently in identity work when they receive immediate feedback and have the tangible support of peers. Certainly this would bear out research that successful online learners are generally those who have had positive experiences of learning in off-line settings, and who already have a digital identity or presence they can use as a resource for study. However, identity work can be done effectively online using tools such as blogs, e-portfolios, and through high-quality feedback.<\/span><\/p>\n<h2><b style=\"line-height: 1.5em\">What institutions and programmes can do<\/b><\/h2>\n<p>In all cases we find that students learn more effectively when they are fully aware of how they will be learning, what role technologies will play, and what will be expected of them. The Digidol project at Cardiff found this to be such an important element of developing digital capability that they created <a href=\"http:\/\/digidol.cardiff.ac.uk\/learning-literacies-framework\/\">&#8216;awareness&#8217; as a new base<\/a> for the development pyramid. We encourage all programme leaders to address student&#8217;s expectations of digital study before they enrol and throughout the induction period.<\/p>\n<p><span style=\"line-height: 1.5em\">At the <\/span><a style=\"line-height: 1.5em\" href=\"http:\/\/www.alt.ac.uk\/events\/octel-webinar-week-2-helen-beetham\">OCTEL webinar on this topic<\/a><span style=\"line-height: 1.5em\"> we identified a number of reasons why institutions might diagnose learners&#8217; &#8216;readiness to learn online&#8217;, or more generally their characteristics as online learners. They were:<\/span><\/p>\n<ul>\n<li>to adapt or tailor provision to the needs of particular learners (adaptive teaching)<\/li>\n<li>to signpost learners to resources tailored to their particular needs (responsive diagnosis)<\/li>\n<li>to research how well provision is meeting the needs of different learners (quality enhancement)<\/li>\n<li>to engage in a dialogue with students, allowing them to adjust their expectations and be more satisfied with their experience (student engagement<\/li>\n<\/ul>\n<p>Arguably all of these are reasons for institutions to consider learners&#8217; digital literacies at the start of an online course. Issues to be aware of about include technical competence, language and culture (including cultures of learning), individual sensory, motor or cognitive impairments, and learning preferences including the ability to be self-directed in learning. It is important to note that differences in respect of these issues can be treated as problems, or as resources. One reason for thinking about \u2018digital literacies\u2019 rather than technical competence is that it turns learners from points on a sliding scale into people with diverse experiences, habits and know-how, some of which may be drawn on to support their and other people\u2019s learning.<\/p>\n<p>General research and local diagnosis both tend to find that online learners are different. They differ in how and where they learn best online, in their reasons for study, in whether they want social and academic\/professional spaces to be integrated or kept rigorously apart, and in how well they adapt personal\/social capabilities to academic\/professional learning. Learners also have the potential to acquire new opinions, ideas and capacities that render them different people from who they were. Principles we have found to hold true for all learners are:<\/p>\n<ul>\n<li>Technology changes the relationship between learning and life<\/li>\n<li>Aptitudes to learn and aptitudes with ICT are highly context-dependent<\/li>\n<li>Learners are not bundles of attributes &#8211; they are purposeful and continuously making sense of their own learning<\/li>\n<li>Learner differences can be a resource or a problem, depending on how learning is organised. Groupwork, flexible assessments are good ways of valuing learners&#8217; different digital capabilities<\/li>\n<li>Work with learners\u2019 digital identities by helping them progressively make their work more publicly visible<\/li>\n<\/ul>\n<h2><b style=\"line-height: 1.5em\">Further resources<\/b><\/h2>\n<p>OcTEL webinar: <a href=\"http:\/\/www.alt.ac.uk\/events\/octel-webinar-week-2-helen-beetham\">http:\/\/www.alt.ac.uk\/events\/octel-webinar-week-2-helen-beetham<\/a><\/p>\n<p>Other OcTEL resources: <a href=\"http:\/\/octel.alt.ac.uk\/\">http:\/\/octel.alt.ac.uk\/<\/a><\/p>\n<p>SEEDPoD resources: <a href=\"http:\/\/jiscdesignstudio.pbworks.com\/w\/page\/50732781\/SEEDPoD%20project\">http:\/\/jiscdesignstudio.pbworks.com\/w\/page\/50732781\/SEEDPoD%20project<\/a><\/p>\n<p>JISC quick guide to online learning: <a href=\"http:\/\/www.jisc.ac.uk\/guides\/online-learning\">http:\/\/www.jisc.ac.uk\/guides\/online-learning<\/a><\/p>\n<h2><b style=\"line-height: 1.5em\">Reference<\/b><\/h2>\n<p>Littlejohn A, Milligan C and Margaryan, A (2012) Charting collective knowledge: supporting self-regulated learning in the workplace, Journal of Workplace Learning Vol. 24 Iss: 3, pp.226 \u2013 238.<\/p>\n<p class=\"info\">Helen Beetham, for the Jisc Developing Digital Literacies programme <\/p>\n<p class=\"note\">If you enjoyed reading this article we invite you to\u00a0<a href=\"http:\/\/www.alt.ac.uk\/get-involved\/membership\">join the Association for Learning Technology (ALT)<\/a>\u00a0as an individual member, and to encourage your own organisation to join ALT as an organisational or sponsoring member<\/p>\n","protected":false},"excerpt":{"rendered":"One area the JISC digital literacies programme did not set out to explore was the capabilities required to learn successfully online. Before the current interest in MOOCs led to a resurgence of online-only provision, the focus was on harnessing digital technologies to the requirements of a blended context, and this was reflected both in the [&hellip;]","protected":false},"author":1,"featured_media":2827,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[10,6],"tags":[856,884],"class_list":["post-3629","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-featured","category-project-updates","tag-helen-beetham","tag-jiscdiglit"],"jetpack_featured_media_url":"https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2013\/12\/DDL_ALT.jpg?fit=1220%2C984&ssl=1","jetpack_sharing_enabled":true,"jetpack-related-posts":[{"id":1961,"url":"https:\/\/altc.alt.ac.uk\/blog\/2012\/08\/mooc-pedagogy-the-challenges-of-developing-for-coursera\/","url_meta":{"origin":3629,"position":0},"title":"MOOC pedagogy: the challenges of developing for Coursera","author":"ALT","date":"8 August 2012","format":false,"excerpt":"In the summer of 2012 the team of teachers and researchers associated with the MSc in E-learning programme at the University of Edinburgh began developing a Massive Open Online Course (MOOC) for the Coursera platform.\u00a0 Launched only a year earlier, this for-profit company founded by Stanford professors Andrew Ng and\u2026","rel":"","context":"In &quot;Featured&quot;","block_context":{"text":"Featured","link":"https:\/\/altc.alt.ac.uk\/blog\/category\/featured\/"},"img":{"alt_text":"Screenshot of Coursera page for E-learning and Digital Cultures course","src":"https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2012\/08\/coursera.jpg?resize=350%2C200&ssl=1","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2012\/08\/coursera.jpg?resize=350%2C200&ssl=1 1x, https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2012\/08\/coursera.jpg?resize=525%2C300&ssl=1 1.5x"},"classes":[]},{"id":4743,"url":"https:\/\/altc.alt.ac.uk\/blog\/2015\/05\/emma-providing-multilingual-access-to-european-moocs\/","url_meta":{"origin":3629,"position":1},"title":"EMMA &#8211; providing multilingual access to European MOOCs","author":"ALT","date":"12 May 2015","format":false,"excerpt":"The European Multiple MOOC Aggregator, EMMA for short, is a 30-month project showcasing the diversity of MOOCs (Massive Open Online Courses) in Europe and piloting an innovative approach to their use. There are 11 partners currently involved in EMMA and, as the project grows, the plan is to involve other\u2026","rel":"","context":"In &quot;Featured&quot;","block_context":{"text":"Featured","link":"https:\/\/altc.alt.ac.uk\/blog\/category\/featured\/"},"img":{"alt_text":"Translate key - multiple languages available","src":"https:\/\/i0.wp.com\/newsletter.alt.ac.uk\/wp-content\/uploads\/2015\/04\/languages-300x201.jpg?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":6937,"url":"https:\/\/altc.alt.ac.uk\/blog\/2018\/02\/quality-assurance-of-mooc-based-curricula-a-project-report-from-kiron\/","url_meta":{"origin":3629,"position":2},"title":"Quality Assurance of MOOC-based curricula: a project report from Kiron","author":"Gabi Witthaus","date":"19 February 2018","format":false,"excerpt":"Hannes Niedermeier shares an update on how Kiron Open Higher Education is developing a multi-layered quality assurance model for MOOCs, enabling refugees to obtain recognition for MOOC-based learning from German universities.","rel":"","context":"In &quot;Case studies&quot;","block_context":{"text":"Case studies","link":"https:\/\/altc.alt.ac.uk\/blog\/category\/case-studies\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2018\/02\/Kirons-network.png?fit=949%2C765&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2018\/02\/Kirons-network.png?fit=949%2C765&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2018\/02\/Kirons-network.png?fit=949%2C765&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2018\/02\/Kirons-network.png?fit=949%2C765&ssl=1&resize=700%2C400 2x"},"classes":[]},{"id":2306,"url":"https:\/\/altc.alt.ac.uk\/blog\/2013\/06\/developing-digital-literacies-in-the-curriculum\/","url_meta":{"origin":3629,"position":3},"title":"Developing digital literacies in the Curriculum","author":"ALT","date":"6 June 2013","format":false,"excerpt":"We know from research and practice surveys that students develop good digital strategies when they use technology in meaningful ways. Embedding digital capability into the curriculum aligns it with students' aspirations and helps them make sense of technology in an academic context. For staff, the sense of being overwhelmed by\u2026","rel":"","context":"In &quot;Featured&quot;","block_context":{"text":"Featured","link":"https:\/\/altc.alt.ac.uk\/blog\/category\/featured\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2013\/06\/Learners.jpg?fit=514%2C768&ssl=1&resize=350%2C200","width":350,"height":200},"classes":[]},{"id":3110,"url":"https:\/\/altc.alt.ac.uk\/blog\/2014\/02\/scholarship-and-literacies-in-a-digital-age-special-issue-of-research-in-learning-technology\/","url_meta":{"origin":3629,"position":4},"title":"Scholarship and Literacies in a Digital Age &#8211; Special Issue of Research in Learning Technology","author":"ALT","date":"4 February 2014","format":false,"excerpt":"Research in Learning Technology, the journal of the Association for Learning Technology, has published a Special Issue, \u201cScholarship and Literacies in a Digital Age\u201d. In the editorial, Norm Friesen, Lesley Gourlay, and Martin Oliver comment that, \u201cthese papers provide a range of perspectives on this fast-moving area of engagement with\u2026","rel":"","context":"In &quot;ALT news&quot;","block_context":{"text":"ALT news","link":"https:\/\/altc.alt.ac.uk\/blog\/category\/alt-news\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":4896,"url":"https:\/\/altc.alt.ac.uk\/blog\/2015\/06\/education-online-en-masse-lessons-for-teaching-and-learning-through-moocs\/","url_meta":{"origin":3629,"position":5},"title":"Education online en-masse: lessons for teaching and learning through MOOCs","author":"ALT","date":"24 June 2015","format":false,"excerpt":"On 24 April 2015 forty educators from 19 institutions discussed key issues in MOOC design and implementation at a one-day workshop hosted and funded by the University of Reading, a leading member of the FutureLearn MOOC consortium. The workshop offered the opportunity to evaluate practical lessons from the design and\u2026","rel":"","context":"In &quot;Conference reviews&quot;","block_context":{"text":"Conference reviews","link":"https:\/\/altc.alt.ac.uk\/blog\/category\/reviews\/conference-reviews\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2015\/06\/MOOC-panel.png?fit=742%2C465&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2015\/06\/MOOC-panel.png?fit=742%2C465&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2015\/06\/MOOC-panel.png?fit=742%2C465&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2015\/06\/MOOC-panel.png?fit=742%2C465&ssl=1&resize=700%2C400 2x"},"classes":[]}],"jetpack_shortlink":"https:\/\/wp.me\/p6CxU9-Wx","_links":{"self":[{"href":"https:\/\/altc.alt.ac.uk\/blog\/wp-json\/wp\/v2\/posts\/3629","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/altc.alt.ac.uk\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/altc.alt.ac.uk\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/altc.alt.ac.uk\/blog\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/altc.alt.ac.uk\/blog\/wp-json\/wp\/v2\/comments?post=3629"}],"version-history":[{"count":0,"href":"https:\/\/altc.alt.ac.uk\/blog\/wp-json\/wp\/v2\/posts\/3629\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/altc.alt.ac.uk\/blog\/wp-json\/wp\/v2\/media\/2827"}],"wp:attachment":[{"href":"https:\/\/altc.alt.ac.uk\/blog\/wp-json\/wp\/v2\/media?parent=3629"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/altc.alt.ac.uk\/blog\/wp-json\/wp\/v2\/categories?post=3629"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/altc.alt.ac.uk\/blog\/wp-json\/wp\/v2\/tags?post=3629"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}