{"id":9406,"date":"2023-03-07T09:30:00","date_gmt":"2023-03-07T09:30:00","guid":{"rendered":"https:\/\/blogs.sussex.ac.uk\/tel\/?p=9406"},"modified":"2023-02-17T15:18:12","modified_gmt":"2023-02-17T15:18:12","slug":"use-of-recording-software-to-facilitate-authentic-assessment","status":"publish","type":"post","link":"https:\/\/blogs.sussex.ac.uk\/tel\/2023\/03\/07\/use-of-recording-software-to-facilitate-authentic-assessment\/","title":{"rendered":"Use of recording software to facilitate authentic assessment"},"content":{"rendered":"\n<figure class=\"wp-block-image size-large\"><a href=\"https:\/\/blogs.sussex.ac.uk\/tel\/files\/2023\/02\/soundtrap-h6PDEdr9IZo-unsplash-scaled.jpg\"><img loading=\"lazy\" width=\"1024\" height=\"683\" src=\"https:\/\/blogs.sussex.ac.uk\/tel\/files\/2023\/02\/soundtrap-h6PDEdr9IZo-unsplash-1024x683.jpg\" alt=\"\" class=\"wp-image-9407\" srcset=\"https:\/\/blogs.sussex.ac.uk\/tel\/files\/2023\/02\/soundtrap-h6PDEdr9IZo-unsplash-1024x683.jpg 1024w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2023\/02\/soundtrap-h6PDEdr9IZo-unsplash-300x200.jpg 300w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2023\/02\/soundtrap-h6PDEdr9IZo-unsplash-768x512.jpg 768w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2023\/02\/soundtrap-h6PDEdr9IZo-unsplash-1536x1024.jpg 1536w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2023\/02\/soundtrap-h6PDEdr9IZo-unsplash-2048x1365.jpg 2048w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2023\/02\/soundtrap-h6PDEdr9IZo-unsplash-100x67.jpg 100w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2023\/02\/soundtrap-h6PDEdr9IZo-unsplash-150x100.jpg 150w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2023\/02\/soundtrap-h6PDEdr9IZo-unsplash-200x133.jpg 200w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2023\/02\/soundtrap-h6PDEdr9IZo-unsplash-450x300.jpg 450w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2023\/02\/soundtrap-h6PDEdr9IZo-unsplash-600x400.jpg 600w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2023\/02\/soundtrap-h6PDEdr9IZo-unsplash-900x600.jpg 900w\" sizes=\"(max-width: 1024px) 100vw, 1024px\" \/><\/a><figcaption>Photo by <a href=\"https:\/\/unsplash.com\/@soundtrap?utm_source=unsplash&amp;utm_medium=referral&amp;utm_content=creditCopyText\">Soundtrap<\/a> on <a href=\"https:\/\/unsplash.com\/@soundtrap?utm_source=unsplash&amp;utm_medium=referral&amp;utm_content=creditCopyText\">Unsplash<\/a><\/figcaption><\/figure>\n\n\n\n<h2>What is Authentic Assessment?<\/h2>\n\n\n\n<p>An authentic assessment is one in which students are presented with real-world tasks to demonstrate how to apply knowledge and skills.<\/p>\n\n\n\n<p>As well as testing their knowledge of subjects they learn in class, an authentic assessment also focuses on their creativity, problem solving skills, written and oral expression and ability to apply what they have learnt to real situations experienced by professionals in the world of work.<\/p>\n\n\n\n<h2>Benefits to Using Authentic Assessment<\/h2>\n\n\n\n<p><a href=\"https:\/\/www.tandfonline.com\/doi\/full\/10.1080\/02602938.2017.1412396?casa_token=ZK3Eb8UH92QAAAAA%3AwQHuEbYQkc5NNytMoDhOWA1h3Ie2KfAULxoZl65NbedHzcllVPJBpwEMzuRbFr4iQCi5ua7A7Q5K\">Acknowledged benefits<\/a> of implementing authentic assessment include:<\/p>\n\n\n\n<ul><li>Authentic assessments test \u2019high order thinking skills\u2019<\/li><li>Assessments are more interesting and motivating for students as tasks are based on real life situations.<\/li><li>Interdisciplinary knowledge and skills for life are usually required for effective accomplishment, and so employable skills are developed.<\/li><li>The assessments provide opportunities to practise new skills in unfamiliar situations, mirroring real life &#8211; making engagement meaningful for students.<\/li><\/ul>\n\n\n\n<p>Senior Lecturer of Law, Dr Verona Ni Drisceoil, set her students an authentic presentation assessment, to improve their employability skills, while at the same time assessing key academic material regarding the English Legal System taught during the previous semester.<\/p>\n\n\n\n<h2>The Assignment<\/h2>\n\n\n\n<p>Dr Ni Drisceoil asked her students to imagine they were a trainee solicitor at a law firm, working on a case with their supervising solicitor.&nbsp; She presented them with a fictional case regarding a doctor who has been hosting online meetings with people wishing to end their lives due to terminal illness or irreversible conditions. A group called \u2018Care to the End\u2019 reported the doctor to the medical council and the local police, and he was subsequently charged with assisting suicide.<\/p>\n\n\n\n<p>Verona asked the students to research a recent European Court of Human Rights (ECtHR) case, as well as the law on assisted suicide in England and Wales, and to prepare a Legal Case Presentation Briefing of 8-10 minutes for the doctor and two Partner Solicitors. As the client was unable to attend the briefing in person, they were asked to record the presentation to add it to the client\u2019s file.<\/p>\n\n\n\n<p>Verona issued the students with the following guidance and instructions:<\/p>\n\n\n\n<ul><li>Ensure you wear something smart\/professional.<\/li><li>At the start of the presentation recording, introduce yourself, greet the client and partners and explain your brief.<\/li><li>Share your presentation slides.<\/li><li>Introduce the background of the previous legal case and the key legal issues of the case.<\/li><li>Explain the reasoning of the ECtHR case.<\/li><li>What elements of the ECtHR case support\/weaken the doctor\u2019s case?<\/li><li>Outline your recommendations for the next steps in preparing the doctor&#8217;s case. Remember criminal law is premised on advocating on behalf of the client. The arguments made must be convincing.<\/li><li>Conclude and thank everyone for listening.<\/li><\/ul>\n\n\n\n<p>After the Legal Case Briefing, she asked them to stay online to have a reflective debrief with the supervising solicitor, where she asked them to respond to the following questions:<\/p>\n\n\n\n<ul><li>How did you find that experience?<\/li><li>What did you do well?<\/li><li>What aspects of the task did you find challenging?<\/li><li>What could you improve on for next time?<\/li><\/ul>\n\n\n\n<p>Students were also provided with the following practical information:<\/p>\n\n\n\n<ul><li>Instructions showing them how to record their presentation (which could be done using any screen recording software).<\/li><li>Instructions advising them how to upload their recording to the assignment.<\/li><li><a href=\"https:\/\/www.sussex.ac.uk\/skills-hub\/presentations-and-group-work#main\">Guidance on producing a presentation<\/a>.<\/li><li>The marking criteria used to assess the submission.<\/li><\/ul>\n\n\n\n<h2>Feedback from tutors and students<\/h2>\n\n\n\n<p>During the reflective element of the assignment, students reported that they found the task challenging, as they had never done anything like this before. Despite this they were able to see the benefits. Many acknowledged that they are likely to be asked to do something similar when they enter the world of work, so it was good to be pushed out of their comfort zone while in a supportive environment, so that they were able to learn from the process.<\/p>\n\n\n\n<p>While some of them commented that they found it strange speaking with no one else there, and some encountered technical issues, many acknowledged that they are likely to experience similar issues when working, so this developed their employable experience. Other feedback from the students and markers included that they found the task a refreshing change.<\/p>\n\n\n\n<p>Markers also reported the process was more interesting, and so less taxing than marking a written submission. One marker noted \u2019It is a great idea to have these kinds of assignments. The students I have seen so far have appreciated the challenge and the relevance of this assignment to their future working lives.\u2019<\/p>\n\n\n\n<h2>Lessons learnt<\/h2>\n\n\n\n<p>To improve the success of this assessment in future, we will act on the following observations:<\/p>\n\n\n\n<ul><li>Students were unfamiliar with the technology used to produce the recording, as well as a new way to submit their assignment, and a few technical issues arose at the time of submission.<\/li><li>For future assignments of this type, we agree that it is sensible to explore using a smaller, formative assessment beforehand, and possibly include participation in that assessment as part of the marking criteria for the summative assessment.<\/li><li>We produced a list of FAQs, addressing troubleshooting and contingency issues, which can be given out at the start of the assignment, so students are aware of potential pitfalls and how to navigate them.<\/li><li>It is useful to alert someone from the IT team beforehand, that there may be more technical calls on the day of submission, so that someone familiar with the issues is able to provide advice and reassurance to students when they are trying to record and submit their assignments.<\/li><li>The use of a rubric to reflect the marking criteria made the marking of this assignment a much more objective and straightforward process.<\/li><\/ul>\n\n\n\n<p>If you would like help to explore or set up an assessment like this, please contact the Educational Enhancement team on <a href=\"mailto:tel@sussex.ac.uk\">tel@sussex.ac.uk<\/a>.<\/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-9406\" class=\"share-twitter sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2023\/03\/07\/use-of-recording-software-to-facilitate-authentic-assessment\/?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-9406\" class=\"share-facebook sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2023\/03\/07\/use-of-recording-software-to-facilitate-authentic-assessment\/?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\/2023\/03\/07\/use-of-recording-software-to-facilitate-authentic-assessment\/?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\/2023\/03\/07\/use-of-recording-software-to-facilitate-authentic-assessment\/\" 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-9406\" class=\"share-pinterest sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2023\/03\/07\/use-of-recording-software-to-facilitate-authentic-assessment\/?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\/2023\/03\/07\/use-of-recording-software-to-facilitate-authentic-assessment\/?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>What is Authentic Assessment? An authentic assessment is one in which students are presented with real-world tasks to demonstrate how to apply knowledge and skills. As well as testing their knowledge of subjects they learn in class, an authentic assessment<span class=\"ellipsis\">&hellip;<\/span><\/p>\n<div class=\"read-more\"><a href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2023\/03\/07\/use-of-recording-software-to-facilitate-authentic-assessment\/\">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-9406\" class=\"share-twitter sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2023\/03\/07\/use-of-recording-software-to-facilitate-authentic-assessment\/?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-9406\" class=\"share-facebook sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2023\/03\/07\/use-of-recording-software-to-facilitate-authentic-assessment\/?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\/2023\/03\/07\/use-of-recording-software-to-facilitate-authentic-assessment\/?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\/2023\/03\/07\/use-of-recording-software-to-facilitate-authentic-assessment\/\" 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-9406\" class=\"share-pinterest sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2023\/03\/07\/use-of-recording-software-to-facilitate-authentic-assessment\/?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\/2023\/03\/07\/use-of-recording-software-to-facilitate-authentic-assessment\/?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":[156987],"tags":[241,95807],"jetpack_featured_media_url":"","jetpack_publicize_connections":[],"jetpack_shortlink":"https:\/\/wp.me\/p4IWEK-2rI","jetpack_sharing_enabled":true,"jetpack_likes_enabled":false,"jetpack-related-posts":[{"id":9026,"url":"https:\/\/blogs.sussex.ac.uk\/tel\/2022\/02\/08\/authentic-assessments-commoning-the-university-classroom\/","url_meta":{"origin":9406,"position":0},"title":"Authentic assessments: using Wikipedia in the University classroom","date":"8th February 2022","format":false,"excerpt":"Ever since I met Dr Nimi Hoffmann in the corridors or Essex House and talked to her about her use of Wikipedia in her teaching I have been inspired by the idea. Nimi, Dr Cecile Chavalier, Matthew Taylor, Dr Richard Nevell of Wikimedia UK and I have been meeting regularly\u2026","rel":"","context":"In &quot;Active learning&quot;","img":{"alt_text":"","src":"https:\/\/upload.wikimedia.org\/wikipedia\/commons\/thumb\/e\/e9\/Knowledge_activist.png\/1024px-Knowledge_activist.png","width":350,"height":200},"classes":[]},{"id":9774,"url":"https:\/\/blogs.sussex.ac.uk\/tel\/2024\/01\/18\/five-tips-for-using-portfolios-in-afl\/","url_meta":{"origin":9406,"position":1},"title":"Five Tips for Using PORTFOLIOS in Assessment for Learning","date":"18th January 2024","format":false,"excerpt":"by Laura Clarke, Academic Developer, University of Sussex When I taught in my previous institution, we used portfolios as a summative assessment for students as well as a means to evaluate instruction. We scored the portfolios based on a rubric and quantitative data was collected for various stakeholders. While this\u2026","rel":"","context":"In &quot;Educational Enhancement&quot;","img":{"alt_text":"","src":"https:\/\/i1.wp.com\/blogs.sussex.ac.uk\/tel\/files\/2024\/01\/2024-01-18-Portfolio-Picture-1.png?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":9803,"url":"https:\/\/blogs.sussex.ac.uk\/tel\/2024\/02\/02\/academic-developers-february-round-up\/","url_meta":{"origin":9406,"position":2},"title":"Academic Developers: February Roundup","date":"2nd February 2024","format":false,"excerpt":"Curriculum Framework ready for consultation A Curriculum Framework for Sussex is in development as part of Curriculum Reimagined. The working document has been created from stakeholder engagement, dedicated open meetings and working groups.\u00a0 There are elements that will need to be added as Curriculum Reimagined continues (particularly in relation to\u2026","rel":"","context":"In &quot;Academic Development&quot;","img":{"alt_text":"","src":"https:\/\/i2.wp.com\/blogs.sussex.ac.uk\/tel\/files\/2024\/02\/Round-up-October.jpg?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":7882,"url":"https:\/\/blogs.sussex.ac.uk\/tel\/2019\/09\/03\/from-the-ground-up-tutors-improving-student-experience-at-the-university-of-sussex\/","url_meta":{"origin":9406,"position":3},"title":"From the ground up: Tutors improving student experience at the University of Sussex","date":"3rd September 2019","format":false,"excerpt":"Academics at the University of Sussex have been finding innovative ways to best support student achievement through the use of technology. In the past couple of years, members of the\u00a0 Technology Enhanced Learning team have been building a list of case studies of tutors who are using technology to improve\u2026","rel":"","context":"In &quot;Case Study&quot;","img":{"alt_text":"","src":"https:\/\/i1.wp.com\/blogs.sussex.ac.uk\/tel\/files\/2019\/08\/success-2081167_1280.jpg?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":6044,"url":"https:\/\/blogs.sussex.ac.uk\/tel\/2017\/05\/09\/community-creativity-competencies-cuteness-mugse-comes-sussex\/","url_meta":{"origin":9406,"position":4},"title":"Community, creativity, competencies and cuteness: MUGSE comes to Sussex.","date":"9th May 2017","format":false,"excerpt":"The Technology Enhanced Learning (TEL) team at the University of Sussex recently hosted a meeting of the Mahara User Group for Southern England (MUGSE). The sun shone as nearly 30 participants from eleven institutions in the region gathered to share their experiences with the e-portfolio platform and hear about new\u2026","rel":"","context":"In &quot;Mahara&quot;","img":{"alt_text":"https:\/\/youtu.be\/Qv1V4cVCQRU","src":"https:\/\/i0.wp.com\/blogs.sussex.ac.uk\/tel\/files\/2017\/05\/2017-05-05_1604.png?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":9543,"url":"https:\/\/blogs.sussex.ac.uk\/tel\/2023\/06\/27\/the-quest-for-alternative-assessment\/","url_meta":{"origin":9406,"position":5},"title":"The quest for alternative assessment","date":"27th June 2023","format":false,"excerpt":"Formal exams and essays have formed the backbone of academic assessment for centuries, but they are far from perfect, and they don\u2019t suit everyone - tutors and learners alike.\u00a0Alternative assessment methods have been growing in popularity. Could it be the accelerating adoption of artificial intelligence that finally forces us to\u2026","rel":"","context":"In &quot;Learning Design&quot;","img":{"alt_text":"","src":"https:\/\/i2.wp.com\/blogs.sussex.ac.uk\/tel\/files\/2023\/06\/Picture1.jpg?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]}],"_links":{"self":[{"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/posts\/9406"}],"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=9406"}],"version-history":[{"count":2,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/posts\/9406\/revisions"}],"predecessor-version":[{"id":9409,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/posts\/9406\/revisions\/9409"}],"wp:attachment":[{"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/media?parent=9406"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/categories?post=9406"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/tags?post=9406"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}