{"id":9340,"date":"2022-12-06T09:30:00","date_gmt":"2022-12-06T09:30:00","guid":{"rendered":"https:\/\/blogs.sussex.ac.uk\/tel\/?p=9340"},"modified":"2022-12-02T13:43:39","modified_gmt":"2022-12-02T13:43:39","slug":"tips-to-create-engaging-video-recordings","status":"publish","type":"post","link":"https:\/\/blogs.sussex.ac.uk\/tel\/2022\/12\/06\/tips-to-create-engaging-video-recordings\/","title":{"rendered":"Tips to create engaging video recordings"},"content":{"rendered":"\n<div class=\"wp-block-image\"><figure class=\"aligncenter size-large\"><a href=\"https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/12\/online-6043504_1920.jpg\"><img loading=\"lazy\" width=\"1024\" height=\"683\" src=\"https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/12\/online-6043504_1920-1024x683.jpg\" alt=\"\" class=\"wp-image-9341\" srcset=\"https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/12\/online-6043504_1920-1024x683.jpg 1024w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/12\/online-6043504_1920-300x200.jpg 300w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/12\/online-6043504_1920-768x512.jpg 768w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/12\/online-6043504_1920-1536x1024.jpg 1536w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/12\/online-6043504_1920-100x67.jpg 100w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/12\/online-6043504_1920-150x100.jpg 150w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/12\/online-6043504_1920-200x133.jpg 200w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/12\/online-6043504_1920-450x300.jpg 450w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/12\/online-6043504_1920-600x400.jpg 600w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/12\/online-6043504_1920-900x600.jpg 900w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/12\/online-6043504_1920.jpg 1920w\" sizes=\"(max-width: 1024px) 100vw, 1024px\" \/><\/a><\/figure><\/div>\n\n\n\n<p>The use of video to support teaching has increased significantly over the last ten years, with the number of teachers finding value in video content <a href=\"http:\/\/www.cisco.com\/c\/dam\/en_us\/solutions\/industries\/docs\/education\/ciscovideowp.pdf\">increasing each year since 2007<\/a>. This is, in part, due to the forced video delivery of lessons caused by the COVID pandemic, but even aside from that, the increase in popularity of <a href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2020\/01\/07\/panopto-and-the-flipped-classroom\/\">flipped learning<\/a> means that more academics are looking to create their own recordings to support their lessons. <a href=\"https:\/\/www.ncbi.nlm.nih.gov\/pmc\/articles\/PMC5132380\/#B8\">A study by Cynthia J Brame<\/a> showed that the effectiveness of educational videos can be maximised by considering three elements when designing and creating them: cognitive load, student engagement and active learning.<\/p>\n\n\n\n<ul><li><strong>Cognitive load.<\/strong> This refers to the amount of information that working memory can hold at one time and has a direct bearing on how much content to present to a viewer in one video, to maximise learning.<\/li><li><strong>Student engagement.<\/strong> For students to learn from instructional videos, they must first watch them. So, videos must be designed in a way that helps students to understand their relevance. Once they have started watching, the challenge is to keep them viewing, to maximise the benefit. The length of a video is a key factor here. <a href=\"http:\/\/up.csail.mit.edu\/other-pubs\/las2014-pguo-engagement.pdf\">Research shows<\/a> that student engagement drops off significantly after six minutes.<\/li><\/ul>\n\n\n\n<div class=\"wp-block-image\"><figure class=\"aligncenter size-large\"><a href=\"https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/12\/Student-Engagement-with-Videos-for-Tips-to-Create-Engaging-Recordings.png\"><img loading=\"lazy\" width=\"600\" height=\"371\" src=\"https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/12\/Student-Engagement-with-Videos-for-Tips-to-Create-Engaging-Recordings.png\" alt=\"Data demonstrating that students watch 100% of a video which is 0-6 minutes long; 97% of a video which is 6-9 minutes long; 58% of a video which is 9-12 minutes long and 20% of a video which is 12-40 minutes long\" class=\"wp-image-9342\" srcset=\"https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/12\/Student-Engagement-with-Videos-for-Tips-to-Create-Engaging-Recordings.png 600w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/12\/Student-Engagement-with-Videos-for-Tips-to-Create-Engaging-Recordings-300x186.png 300w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/12\/Student-Engagement-with-Videos-for-Tips-to-Create-Engaging-Recordings-100x62.png 100w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/12\/Student-Engagement-with-Videos-for-Tips-to-Create-Engaging-Recordings-150x93.png 150w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/12\/Student-Engagement-with-Videos-for-Tips-to-Create-Engaging-Recordings-200x124.png 200w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/12\/Student-Engagement-with-Videos-for-Tips-to-Create-Engaging-Recordings-450x278.png 450w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/a><\/figure><\/div>\n\n\n\n<ul><li><strong>Active learning.<\/strong> Incorporating questions, suggestions or prompts within the video can help students mentally absorb concepts, which changes the passive process of watching a video into an active pursuit to better embed learning.&nbsp;<\/li><\/ul>\n\n\n\n<h2>Planning your recording<\/h2>\n\n\n\n<p>It is important to make a distinction between recording lectures for students to access and review following the lesson (lecture recording) and videos created for students to watch before or during the lesson to support a particular topic (tutorial recording), as these require attention in different areas.<\/p>\n\n\n\n<h3>Tutorial recordings<\/h3>\n\n\n\n<p>Lecturers will often record screencast videos to provide instruction, minimise repetitive explanations or provide material for extension activities. It is particularly important to maintain student engagement, as well as provide an opportunity for active learning when creating this type of recording. Here are some things to consider when planning tutorial recordings.<\/p>\n\n\n\n<ul><li>Cognitive load. <ul><li>Emphasise important information by highlighting key words using colour\/additional text.<\/li><li>Chunk information by keeping videos between six and nine minutes.<\/li><li>Reduce unnecessary information by eliminating music and background noise and using simple backgrounds. <\/li><\/ul><\/li><li>Student engagement.<ul><li>Keep videos brief (between six and nine minutes) to increase the chances of students completing them.<\/li><li>Use conversational language and include the student in your tutorial by using \u201cyour\u201d instead of \u201cthe\u201d during explanations.<\/li><li>Include recordings of the instructor\u2019s head to personalise the instructions.<\/li><li>Speak with enthusiasm &#8211; this creates more engagement than deliberately speaking slowly.<\/li><li>Emphasise how your video is relevant to the subject the student is studying. <\/li><\/ul><\/li><li>Active learning.<ul><li>Incorporate interactive questions if you have the tools.<\/li><li>Use guiding questions within your video, to promote further investigation by students.<\/li><\/ul><\/li><\/ul>\n\n\n\n<h3>Lecture recording<\/h3>\n\n\n\n<p>When recording lectures, remember the importance of students feeling a connection to the lecturer, and being able to see all the information that is important for their understanding. It is also hugely beneficial to students to be able to review the contents of the lecture quickly and easily. If lecturers are not able to quickly add bookmarks by using the tools available, it is worth investing some time at the beginning to show students how to bookmark and annotate their own version of the recording. Here are some things to consider when planning lecture recordings.<\/p>\n\n\n\n<p><\/p>\n\n\n\n<ul><li>Cognitive load. <ul><li>When preparing your lecture, chunk information by keeping each piece of content between six and nine minutes long, to create natural breaks within the recording.&nbsp;<\/li><li>If you have the opportunity, introduce chapters or bookmarks after recording, to aid with content retrieval while viewing.<\/li><li>Invest time at the start of your course, showing students how to add their own bookmarks.<\/li><\/ul><\/li><li>Student engagement.<ul><li>Create a personal connection with viewers by ensuring that the presenter is in shot, at least for some of the time.<\/li><li>Ensure good quality by testing your recording setup beforehand and checking audio and video recording levels.<\/li><li>Make sure any supplementary material (for example board work) is clear and visible to viewers.<\/li><\/ul><\/li><li>Active learning.<ul><li>Where time and tools allow, include quick quiz questions at salient points during the recording &#8211; periodic interaction will keep viewers engaged.<\/li><li>Where students have opted for online lectures, award marks for answering the questions, to provide reward and motivation, and to encourage engagement.<\/li><\/ul><\/li><\/ul>\n\n\n\n<h2>Further information and guidance<\/h2>\n\n\n\n<p>If you require any support to plan or record your recordings, please contact <a href=\"https:\/\/staff.sussex.ac.uk\/teaching\/enhancement\/contact#learning-technology\">your Learning Technologist<\/a>, or email Educational Enhancement on <a href=\"mailto:TEL@sussex.ac.uk\">TEL@sussex.ac.uk<\/a>.<\/p>\n\n\n\n<h3>Helpful links:<\/h3>\n\n\n\n<ul><li><a href=\"https:\/\/support.panopto.com\/s\/article\/How-to-Use-Smart-Chapters\">Add chapters using Panopto<\/a><\/li><li><a href=\"https:\/\/support.google.com\/youtube\/answer\/9884579?hl=en-GB\">Add chapters to an uploaded YouTube video<\/a><\/li><li><a href=\"https:\/\/support.panopto.com\/s\/article\/How-to-Create-and-Access-Bookmarks\">Students add bookmarks to Panopto recordings<\/a><\/li><li><a href=\"https:\/\/support.google.com\/youtube\/answer\/10332730?hl=en-GB\">Students create clips from videos uploaded to YouTube<\/a><\/li><li><a href=\"https:\/\/support.panopto.com\/s\/article\/Add-and-edit-Slides\">Add\/Edit slides in a Panopto recording<\/a><\/li><li><a href=\"https:\/\/kb.swtc.edu\/page.php?id=90230\">Search captions in an uploaded YouTube video<\/a><\/li><li><a href=\"https:\/\/support.panopto.com\/s\/article\/basic-recording-1\">How to record with Panopto for Windows<\/a> (including recording levels)<\/li><\/ul>\n<div class=\"sharedaddy sd-sharing-enabled\"><div class=\"robots-nocontent sd-block sd-social sd-social-icon sd-sharing\"><h3 class=\"sd-title\">Share this:<\/h3><div class=\"sd-content\"><ul><li class=\"share-twitter\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"sharing-twitter-9340\" class=\"share-twitter sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2022\/12\/06\/tips-to-create-engaging-video-recordings\/?share=twitter\" target=\"_blank\" title=\"Click to share on Twitter\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Twitter (Opens in new window)<\/span><\/a><\/li><li class=\"share-facebook\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"sharing-facebook-9340\" class=\"share-facebook sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2022\/12\/06\/tips-to-create-engaging-video-recordings\/?share=facebook\" target=\"_blank\" title=\"Click to share on Facebook\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Facebook (Opens in new window)<\/span><\/a><\/li><li class=\"share-tumblr\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"\" class=\"share-tumblr sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2022\/12\/06\/tips-to-create-engaging-video-recordings\/?share=tumblr\" target=\"_blank\" title=\"Click to share on Tumblr\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Tumblr (Opens in new window)<\/span><\/a><\/li><li class=\"share-print\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"\" class=\"share-print sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2022\/12\/06\/tips-to-create-engaging-video-recordings\/\" target=\"_blank\" title=\"Click to print\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to print (Opens in new window)<\/span><\/a><\/li><li class=\"share-pinterest\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"sharing-pinterest-9340\" class=\"share-pinterest sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2022\/12\/06\/tips-to-create-engaging-video-recordings\/?share=pinterest\" target=\"_blank\" title=\"Click to share on Pinterest\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Pinterest (Opens in new window)<\/span><\/a><\/li><li class=\"share-pocket\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"\" class=\"share-pocket sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2022\/12\/06\/tips-to-create-engaging-video-recordings\/?share=pocket\" target=\"_blank\" title=\"Click to share on Pocket\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Pocket (Opens in new window)<\/span><\/a><\/li><li class=\"share-end\"><\/li><\/ul><\/div><\/div><\/div>","protected":false},"excerpt":{"rendered":"<p>The use of video to support teaching has increased significantly over the last ten years, with the number of teachers finding value in video content increasing each year since 2007. This is, in part, due to the forced video delivery<span class=\"ellipsis\">&hellip;<\/span><\/p>\n<div class=\"read-more\"><a href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2022\/12\/06\/tips-to-create-engaging-video-recordings\/\">Read more &#8250;<\/a><\/div>\n<p><!-- end of .read-more --><\/p>\n<div class=\"sharedaddy sd-sharing-enabled\"><div class=\"robots-nocontent sd-block sd-social sd-social-icon sd-sharing\"><h3 class=\"sd-title\">Share this:<\/h3><div class=\"sd-content\"><ul><li class=\"share-twitter\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"sharing-twitter-9340\" class=\"share-twitter sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2022\/12\/06\/tips-to-create-engaging-video-recordings\/?share=twitter\" target=\"_blank\" title=\"Click to share on Twitter\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Twitter (Opens in new window)<\/span><\/a><\/li><li class=\"share-facebook\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"sharing-facebook-9340\" class=\"share-facebook sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2022\/12\/06\/tips-to-create-engaging-video-recordings\/?share=facebook\" target=\"_blank\" title=\"Click to share on Facebook\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Facebook (Opens in new window)<\/span><\/a><\/li><li class=\"share-tumblr\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"\" class=\"share-tumblr sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2022\/12\/06\/tips-to-create-engaging-video-recordings\/?share=tumblr\" target=\"_blank\" title=\"Click to share on Tumblr\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Tumblr (Opens in new window)<\/span><\/a><\/li><li class=\"share-print\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"\" class=\"share-print sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2022\/12\/06\/tips-to-create-engaging-video-recordings\/\" target=\"_blank\" title=\"Click to print\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to print (Opens in new window)<\/span><\/a><\/li><li class=\"share-pinterest\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"sharing-pinterest-9340\" class=\"share-pinterest sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2022\/12\/06\/tips-to-create-engaging-video-recordings\/?share=pinterest\" target=\"_blank\" title=\"Click to share on Pinterest\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Pinterest (Opens in new window)<\/span><\/a><\/li><li class=\"share-pocket\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"\" class=\"share-pocket sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2022\/12\/06\/tips-to-create-engaging-video-recordings\/?share=pocket\" target=\"_blank\" title=\"Click to share on Pocket\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Pocket (Opens in new window)<\/span><\/a><\/li><li class=\"share-end\"><\/li><\/ul><\/div><\/div><\/div>","protected":false},"author":389,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"spay_email":"","jetpack_publicize_message":"","jetpack_is_tweetstorm":false},"categories":[157062],"tags":[137817,4185,157062,62],"jetpack_featured_media_url":"","jetpack_publicize_connections":[],"jetpack_shortlink":"https:\/\/wp.me\/p4IWEK-2qE","jetpack_sharing_enabled":true,"jetpack_likes_enabled":false,"jetpack-related-posts":[{"id":8002,"url":"https:\/\/blogs.sussex.ac.uk\/tel\/2019\/11\/29\/focus-on-panopto-notes-and-bookmarks\/","url_meta":{"origin":9340,"position":0},"title":"Focus on Panopto: Notes and Bookmarks","date":"29th November 2019","format":false,"excerpt":"Recorded lectures are a useful resource for students and Panopto offers some great tools to help make the most of them. In this post we will be looking at Notes and Bookmarks.\u00a0 Notes Making notes as you watch a Panopto recording via Canvas is easy and has several additional benefits\u2026","rel":"","context":"In &quot;Panopto&quot;","img":{"alt_text":"","src":"https:\/\/i0.wp.com\/blogs.sussex.ac.uk\/tel\/files\/2019\/11\/Focus-on-Panopto-graphic-1.png?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":8420,"url":"https:\/\/blogs.sussex.ac.uk\/tel\/2020\/08\/11\/simple-podcasting-in-canvas-with-panopto-and-zoom\/","url_meta":{"origin":9340,"position":1},"title":"Simple \u2018podcasting\u2019 in Canvas with Panopto and Zoom","date":"11th August 2020","format":false,"excerpt":"Podcasts are increasingly popular and many people are keen to adopt and adapt the medium for education. A previous post on this blog looked at ways that you can power up your pedagogy with podcasts but it may be that you don\u2019t want a formal podcast, just one or more\u2026","rel":"","context":"In &quot;Canvas&quot;","img":{"alt_text":"","src":"https:\/\/i2.wp.com\/blogs.sussex.ac.uk\/tel\/files\/2020\/08\/2020-08-07_14-55-57.png?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":8209,"url":"https:\/\/blogs.sussex.ac.uk\/tel\/2020\/02\/13\/focus-on-panopto-recording-at-your-desk\/","url_meta":{"origin":9340,"position":2},"title":"Focus on Panopto: recording at your desk","date":"13th February 2020","format":false,"excerpt":"Panopto\u2019s headline function is lecture capture but you don\u2019t have to be in a classroom to record a Panopto video. The ability to record at your desk or elsewhere using your own laptop opens up a range of other use cases. Here are a few ideas for how you can\u2026","rel":"","context":"In &quot;Panopto&quot;","img":{"alt_text":"","src":"https:\/\/i1.wp.com\/blogs.sussex.ac.uk\/tel\/files\/2020\/02\/Focus_on_Panopto_graphic_2.png?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":8212,"url":"https:\/\/blogs.sussex.ac.uk\/tel\/2020\/02\/18\/focus-on-panopto-livestreaming\/","url_meta":{"origin":9340,"position":3},"title":"Focus on Panopto: livestreaming","date":"18th February 2020","format":false,"excerpt":"With Panopto you have the ability to livestream any recording you make through the Panopto recorder app on Mac or Windows. This lets you In doing so you can share your recording with any audience you wish by sharing the private link. Panopto refers to this as a webcast.\u00a0 Scenarios\u2026","rel":"","context":"In &quot;Panopto&quot;","img":{"alt_text":"","src":"https:\/\/i1.wp.com\/blogs.sussex.ac.uk\/tel\/files\/2020\/02\/Focus_on_Panopto_graphic_1.png?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":7975,"url":"https:\/\/blogs.sussex.ac.uk\/tel\/2019\/12\/06\/focus-on-panopto-sharing-recordings\/","url_meta":{"origin":9340,"position":4},"title":"Focus on Panopto: Sharing recordings","date":"6th December 2019","format":false,"excerpt":"Panopto is primarily used to record lectures, in which case lecturers will usually make the recording directly into the folder for a particular module. When those recordings have finished processing they will be visible to students on that module. Sometimes, however, you may want to handle sharing of a recording\u2026","rel":"","context":"In &quot;Panopto&quot;","img":{"alt_text":"","src":"https:\/\/i1.wp.com\/blogs.sussex.ac.uk\/tel\/files\/2019\/12\/Focus-on-Panopto-graphic.png?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":7983,"url":"https:\/\/blogs.sussex.ac.uk\/tel\/2019\/11\/22\/focus-on-panopto-quizzes-and-discussions\/","url_meta":{"origin":9340,"position":5},"title":"Focus on Panopto: Quizzes and Discussions","date":"22nd November 2019","format":false,"excerpt":"Panopto brings some superb features for improving engagement with your students, two of those features are Quizzes and Discussions which will be the focus of this blog post. Quizzes Panopto allows you to create quizzes which can be set to appear to viewers at predetermined points in the recording. There\u2026","rel":"","context":"In &quot;Panopto&quot;","img":{"alt_text":"","src":"https:\/\/i2.wp.com\/blogs.sussex.ac.uk\/tel\/files\/2019\/11\/Focus-on-Panopto-graphic-5.png?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]}],"_links":{"self":[{"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/posts\/9340"}],"collection":[{"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/users\/389"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/comments?post=9340"}],"version-history":[{"count":3,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/posts\/9340\/revisions"}],"predecessor-version":[{"id":9346,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/posts\/9340\/revisions\/9346"}],"wp:attachment":[{"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/media?parent=9340"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/categories?post=9340"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/tags?post=9340"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}