{"id":7597,"date":"2024-03-15T15:38:01","date_gmt":"2024-03-15T15:38:01","guid":{"rendered":"https:\/\/wordpress.aber.ac.uk\/e-learning\/?p=7597"},"modified":"2024-03-15T15:38:02","modified_gmt":"2024-03-15T15:38:02","slug":"crynodeb-wythnosol-o-adnoddau-15-3-2024","status":"publish","type":"post","link":"https:\/\/wordpress.aber.ac.uk\/e-learning\/cy\/2024\/03\/15\/crynodeb-wythnosol-o-adnoddau-15-3-2024\/","title":{"rendered":"Crynodeb Wythnosol o Adnoddau \u2013 15\/3\/2024"},"content":{"rendered":"\n<figure class=\"wp-block-image size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"973\" height=\"271\" src=\"https:\/\/wordpress.aber.ac.uk\/e-learning\/files\/2024\/03\/2024-March-roundup-CY.png\" alt=\"\" class=\"wp-image-7598\" srcset=\"https:\/\/wordpress.aber.ac.uk\/e-learning\/files\/2024\/03\/2024-March-roundup-CY.png 973w, https:\/\/wordpress.aber.ac.uk\/e-learning\/files\/2024\/03\/2024-March-roundup-CY-300x84.png 300w, https:\/\/wordpress.aber.ac.uk\/e-learning\/files\/2024\/03\/2024-March-roundup-CY-768x214.png 768w, https:\/\/wordpress.aber.ac.uk\/e-learning\/files\/2024\/03\/2024-March-roundup-CY-712x198.png 712w\" sizes=\"auto, (max-width: 973px) 100vw, 973px\" \/><\/figure>\n\n\n\n<p>Fel arweinydd ein <strong><a rel=\"noreferrer noopener\" href=\"https:\/\/www.aber.ac.uk\/cy\/lteu\/pgcthe\/\" target=\"_blank\">rhaglen TUAAU<\/a><\/strong>, rwy\u2019n cadw llygad allan am adnoddau i helpu staff i addysgu\u2019n effeithiol. Mae\u2019r rhain yn cynnwys gweminarau, podlediadau, pecynnau cymorth ar-lein, cyhoeddiadau a mwy. Mae\u2019r pynciau\u2019n cynnwys dysgu gweithredol, addysgu ar-lein\/cyfunol, hygyrchedd\/cynhwysiant, a dylunio dysgu effeithiol yn seiliedig ar wyddoniaeth wybyddol. Rwyf wedi rhestru isod eitemau y sylwais arnynt yn ystod yr wythnos ddiwethaf. Er mwyn eglurder, ein polisi yw dangos y teitlau a\u2019r disgrifiadau yn yr iaith y cyflwynir yr adnoddau ynddi. &nbsp;<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Digwyddiadau a gweminarau ar-lein <\/h2>\n\n\n\n<h3 class=\"wp-block-heading\">Mawrth<\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>20\/3\/2024<\/strong> University of Birmingham, <strong><a rel=\"noreferrer noopener\" href=\"https:\/\/forms.office.com\/pages\/responsepage.aspx?id=z8oksN7eQUKhXDyX1VPp84T2NaiToahNqeGLOXMnc4tUREo1VUZOMUFYUU9LTUI2TFpRWVdNTE80NiQlQCN0PWcu\" target=\"_blank\">Pedagogy Unpacked Reading Group<\/a><\/strong>: Chapter 1 from <strong>The Skillful Teacher: On Technique, Trust, and Responsiveness in the Classroom <\/strong>by Stephen D. Brookfield <strong>21\/3\/2024<\/strong> Westminster Student Partnerships, <strong><a rel=\"noreferrer noopener\" href=\"https:\/\/www.eventbrite.com\/e\/the-need-for-care-interrogating-edi-student-staff-partnerships-tickets-856027670807\" target=\"_blank\">The Need for Care: Interrogating EDI Student-Staff Partnerships<\/a><\/strong><\/li>\n\n\n\n<li><strong>21\/3\/2024<\/strong> QAA, <strong><a href=\"https:\/\/events.qaa.ac.uk\/qaaevents\/frontend\/reg\/thome.csp?pageID=317064&amp;eventID=921\" target=\"_blank\" rel=\"noreferrer noopener\">The Impact of Digital Poverty on Learning<\/a><\/strong><\/li>\n\n\n\n<li><strong>21\/3\/2024<\/strong> IoE at UCL, <strong><a rel=\"noreferrer noopener\" href=\"https:\/\/www.ucl.ac.uk\/ioe\/events\/2024\/mar\/writing-passing-and-role-generative-ai\" target=\"_blank\">Writing as \u2018passing\u2019 and the role of generative AI<\/a><\/strong> with Helen Beetham<\/li>\n\n\n\n<li><strong>22\/3\/2024<\/strong> QAA, <strong><a rel=\"noreferrer noopener\" href=\"https:\/\/forms.office.com\/pages\/responsepage.aspx?id=3NszMWQ82kumanUURaGSdf8xXLl5ClhBq9aLguIldH9URjJQMExLNVZKTFoyOFRXWDRUTFRNOEI1TC4u\" target=\"_blank\">Compassionate Assessment Network launch event (QAA-funded)<\/a><\/strong><\/li>\n\n\n\n<li><strong>25\/3\/2024 <a rel=\"noreferrer noopener\" href=\"https:\/\/telresearchers.substack.com\/p\/gilly-salmon-0324\" target=\"_blank\">#TELresearchers &amp; #HEresearchers with Prof. Gilly Salmon<\/a><\/strong><\/li>\n\n\n\n<li><strong>27\/3\/2024<\/strong> Digitally Enhanced Education Webinars, <strong><a rel=\"noreferrer noopener\" href=\"https:\/\/forms.office.com\/Pages\/ResponsePage.aspx?id=VvqpUTI_mkSnIT4_Sapemm3tLYMRSP5Ngy45odQ0WohUMVAyV1VMRzAwNlFVNzI2TE8xM0pYUjcxQy4u\" target=\"_blank\">Pedagogy and Practice when Teaching and Learning Online<\/a><\/strong><\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading\">Ebrill<\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>10\/4\/2024<\/strong> Transforming Assessment, <strong><a href=\"https:\/\/transformingassessment.com\/civicrm\/event\/info?id=182\" target=\"_blank\" rel=\"noreferrer noopener\">Frenemies &#8211; ChatGPT within Assessments<\/a><\/strong>  <\/li>\n\n\n\n<li><strong>10\/4\/2024 <\/strong>UDL-UKI, <strong><a rel=\"noreferrer noopener\" href=\"https:\/\/www.eventbrite.co.uk\/e\/universal-design-for-learning-in-he-the-basics-tickets-862946956577\" target=\"_blank\">Universal Design for Learning in HE: The Basics<\/a><\/strong><\/li>\n\n\n\n<li><strong>12\/4\/2024 <\/strong>QAA, <strong><a href=\"https:\/\/events.qaa.ac.uk\/qaaevents\/frontend\/reg\/thome.csp?pageID=322214&amp;eventID=937&amp;traceRedir=2\" target=\"_blank\" rel=\"noreferrer noopener\">Evaluating the Success of Block Delivery<\/a><\/strong><\/li>\n\n\n\n<li><strong>24\/4\/2024<\/strong> UDL-UKI, <strong><a rel=\"noreferrer noopener\" href=\"https:\/\/www.eventbrite.co.uk\/e\/universal-design-for-assessment-tickets-862983325357\" target=\"_blank\">UDL for Assessment<\/a><\/strong><\/li>\n\n\n\n<li><strong>29\/4 through 3\/5\/2024<\/strong> QAA, <strong><a href=\"https:\/\/www.qaa.ac.uk\/news-events\/events\/assessment-festival-2024\" target=\"_blank\" rel=\"noreferrer noopener\">Assessment Festival 2024<\/a><\/strong><\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading\">Mai<\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>25\/5\/2024<\/strong> Student Belonging Community of Practice, <strong><a rel=\"noreferrer noopener\" href=\"https:\/\/forms.office.com\/pages\/responsepage.aspx?id=lYdfxj26UUOKBwhl5djwkBGqP2qAw1FAvdKf4A78e81UMUg5OVQ4QzdSTkRLTk80RTE1WFlFMkpCSi4u\" target=\"_blank\">Student Belonging Conference 2024<\/a><\/strong> (hybrid online and in person at UEA). Call for proposals open until 29\/02\/2024<\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading\">Mehefin<\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>26\/6\/2024<\/strong> University of Nottingham, <strong><a rel=\"noreferrer noopener\" href=\"https:\/\/xerte.nottingham.ac.uk\/play_49833#page1\" target=\"_blank\">Digital Accessibility Conference<\/a><\/strong>: Transforming the Culture<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\">Adnoddau a chyhoeddiadau &#8211; Deallusrwydd Artiffisial (DA)<\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Demopoulos, A. (6\/3\/2024), <strong><a rel=\"noreferrer noopener\" href=\"https:\/\/www.theguardian.com\/technology\/2024\/mar\/06\/ai-interviews-job-applications?CMP=share_btn_url\" target=\"_blank\">The job applicants shut out by AI: \u2018The interviewer sounded like Siri\u2019<\/a><\/strong>, <em>The Guardian<\/em><\/li>\n\n\n\n<li>Deslauriers, L. (4\/8\/2023), <strong><a rel=\"noreferrer noopener\" href=\"https:\/\/www.youtube.com\/watch?v=rf_mWl0pUP4\" target=\"_blank\">The Impact of chatGPT and other large language models on physics research and education<\/a><\/strong> (17-minute video), MIT Department of Physics<\/li>\n\n\n\n<li>Dobrin, S. I. (15\/5\/2023), <strong><a href=\"https:\/\/sites.broadviewpress.com\/ai\/talking\/\" target=\"_blank\" rel=\"noreferrer noopener\">Talking About Generative AI: A Guide for Educators<\/a><\/strong>, <em>Broadview Press<\/em><\/li>\n\n\n\n<li>Espinoza-Ramos, G., Lander, R., Balu, K., Mohmed, Z., Vyas, M.-T. &amp; Singh Mann, H. (3\/2024), <strong><a rel=\"noreferrer noopener\" href=\"https:\/\/www.seda.ac.uk\/wp-content\/uploads\/2024\/03\/Ed-Devs-25.1_MARCH_2024.pdf\" target=\"_blank\">Students\u2019 values regarding the use of AI in higher education: A co-creation project that explores challenges and opportunities<\/a><\/strong>, <em>Educational Developments<\/em> 25.1 (SEDA)<\/li>\n\n\n\n<li>Halper, E. (7\/3\/2024), <strong><a rel=\"noreferrer noopener\" href=\"https:\/\/www.washingtonpost.com\/business\/2024\/03\/07\/ai-data-centers-power\/\" target=\"_blank\">Amid explosive demand, America is running out of power<\/a><\/strong>: AI and the boom in clean-tech manufacturing are pushing America\u2019s power grid to the brink. Utilities can\u2019t keep up, <em>The Washington Post<\/em><\/li>\n\n\n\n<li>Hofmann, V., Kalluri, P. R., Jurafsky, D. &amp; King, S. (1\/3\/2024), <strong><a href=\"https:\/\/arxiv.org\/abs\/2403.00742\" target=\"_blank\" rel=\"noreferrer noopener\">Dialect prejudice predicts AI decisions about people\u2019s character, employability, and criminality<\/a><\/strong>, <em>ArXiv<\/em><\/li>\n\n\n\n<li>Ithaka S+R (n.d.), <strong><a rel=\"noreferrer noopener\" href=\"https:\/\/sr.ithaka.org\/our-work\/generative-ai-product-tracker\/\" target=\"_blank\">Generative AI Product Tracker<\/a><\/strong><\/li>\n\n\n\n<li>Johnston, H., Wells, R.F., Shanks, E.M.&nbsp;<em>et al. <\/em>(4\/8\/2023),&nbsp;<strong><a href=\"https:\/\/edintegrity.biomedcentral.com\/articles\/10.1007\/s40979-024-00149-4\" target=\"_blank\" rel=\"noreferrer noopener\">Student perspectives on the use of generative artificial intelligence technologies in higher education<\/a><\/strong>,&nbsp;<em>International Journal of Educational Integrity&nbsp;<\/em><strong>20<\/strong>, 2<\/li>\n\n\n\n<li>Knight, C. (25\/2\/2024), <strong><a rel=\"noreferrer noopener\" href=\"https:\/\/www.youtube.com\/watch?v=IeZrSwc-Vpw\" target=\"_blank\">AI 16 &#8211; Charlie does a course 3<\/a><\/strong> (6-minute video), &#8220;Charlie is feeling a bit down this week as he considers what AI means for professional qualifications and professional bodies.&#8221;<\/li>\n\n\n\n<li>Nix, N., Zakrzewski, C. &amp; De Vynck, G. (10\/3\/2024), <strong><a rel=\"noreferrer noopener\" href=\"https:\/\/www.washingtonpost.com\/technology\/2024\/03\/10\/big-tech-companies-ai-research\/\" target=\"_blank\">Silicon Valley is pricing academics out of AI research<\/a><\/strong><em>, The Washington Post<\/em><\/li>\n\n\n\n<li>Open Education Global (7\/3\/2024), <strong><a rel=\"noreferrer noopener\" href=\"https:\/\/www.youtube.com\/watch?v=hjJsuEZ6VtQ\" target=\"_blank\">OE Week Live! Developing Generative Artificial Intelligence (GenAI) Literacy: A student-led panel<\/a><\/strong> (1-hour video)<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\">Adnoddau a chyhoeddiadau &#8211; Arall<\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Abegglen, S., Burns, T., Middlebrook, D. &amp; Sinfield, S. (10\/4\/2019), <strong><a rel=\"noreferrer noopener\" href=\"https:\/\/journal.aldinhe.ac.uk\/index.php\/jldhe\/article\/view\/467\" target=\"_blank\">Unrolling the text: Using scrolls to facilitate academic reading<\/a><\/strong>, <em>Journal of Learning Development in Higher Education<\/em><\/li>\n\n\n\n<li>Becker, L. M. (2018),<strong><a rel=\"noreferrer noopener\" href=\"https:\/\/sehej.raise-network.com\/raise\/article\/view\/653\" target=\"_blank\"> Student screencasts within a learning partnership<\/a><\/strong>, <em>Student Engagement in Higher Education Journal<\/em>,&nbsp;<em>2<\/em>(2), 133\u2013140<\/li>\n\n\n\n<li>Brar, M., Douglas, C., &amp; Lopez-Capel, E. (2024), <a href=\"https:\/\/sehej.raise-network.com\/raise\/article\/view\/1208\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>Using a gamification framework to increase student engagement with groupwork<\/strong><\/a>,&nbsp;<em>Student Engagement in Higher Education Journal<\/em>,&nbsp;<em>5<\/em>(2), 57\u201375<\/li>\n\n\n\n<li>Centre for Innovation at the University of Liverpool, <strong><a rel=\"noreferrer noopener\" href=\"https:\/\/www.liverpool.ac.uk\/centre-for-innovation-in-education\/podcasts\/\" target=\"_blank\">LivUniCIE Podcast series<\/a> <\/strong>(including Treasure Island Pedagogies and Learning to AI)<\/li>\n\n\n\n<li>Cohn, J. (2021),&nbsp;<strong><a href=\"https:\/\/muse.jhu.edu\/book\/83327\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Skim, Dive, Surface<\/em>:&nbsp;<em>Teaching Digital Reading<\/em><\/a><\/strong> (First edition. ed.), Morgantown: West Virginia University Press<\/li>\n\n\n\n<li>Collins, M. (4\/3\/2024), <strong><a rel=\"noreferrer noopener\" href=\"https:\/\/www.pedagodzilla.com\/roger-saunders-on-fabulous-formative-failure-and-the-travails-of-game-design-at-playful-learning-2023\/\" target=\"_blank\">Roger Saunders on fabulous formative failure and the travails of game design at Playful Learning 2023<\/a><\/strong> (16-minute audio recording), <em>Pedagodzilla podcast series<\/em><\/li>\n\n\n\n<li>Fang, S. (15\/11\/2021), <strong><a href=\"https:\/\/openlearning.mit.edu\/news\/i-feel-i-learned-did-i\" target=\"_blank\" rel=\"noreferrer noopener\">I feel like I learned, but did I?<\/a><\/strong>, <em>MIT Open Learning<\/em><\/li>\n\n\n\n<li>First in Family Podcast series (11\/3\/2024), <strong><a rel=\"noreferrer noopener\" href=\"https:\/\/www.youtube.com\/watch?v=mxBLePua52I\" target=\"_blank\">Pilot episode<\/a><\/strong> (28-minute audio\/video recording)<\/li>\n\n\n\n<li>Illingworth, S. (22\/2\/2024), <a rel=\"noreferrer noopener\" href=\"https:\/\/blogs.lse.ac.uk\/highereducation\/2024\/02\/22\/rhyme-and-reason-poetrys-power-as-a-pedagogical-tool\/\" target=\"_blank\"><strong>Rhyme and reason: poetry\u2019s power as a pedagogical tool<\/strong><\/a>, <em>LSE Higher Education Blog<\/em><\/li>\n\n\n\n<li>Jisc (3\/2024), Three briefing papers: <strong><a href=\"https:\/\/repository.jisc.ac.uk\/9467\/1\/facilitating-holistic-conversations-about-the-student-experience-with-international-students.pdf\">Facilitating holistic conversations about the student experience with international students (pdf)<\/a>; <a href=\"https:\/\/repository.jisc.ac.uk\/9468\/1\/supporting-international-students-digital-experience-a-checklist-for-providing-an-equitable-and-inclusive-experience.pdf\">Supporting international students\u2019 digital experience: a checklist for providing an equitable and inclusive experience (pdf)<\/a>; <a href=\"https:\/\/repository.jisc.ac.uk\/9469\/1\/comparing-international-and-UK-domiciled-student-responses-in-jiscs-digital-experience-insights-survey.pdf\">Comparing international and UK-domiciled student responses in Jisc\u2019s digital experience insights (DEI) survey (pdf)<\/a><\/strong><\/li>\n\n\n\n<li>Kuepper-Tetzel, C. (5\/3\/2024), <strong><a rel=\"noreferrer noopener\" href=\"https:\/\/tile.psy.gla.ac.uk\/2024\/03\/05\/active-learning-pedagogies-at-the-intersection-of-anatomical-sciences-health-humanities-a-summary\/\" target=\"_blank\">Active Learning Pedagogies at the Intersection of Anatomical Sciences &amp; Health Humanities \u2013 A Summary<\/a><\/strong> (blog post with slides and 1-hour video), <em>TILE Network<\/em><\/li>\n\n\n\n<li>Mihai, A. (11\/3\/2024), <strong><a rel=\"noreferrer noopener\" href=\"https:\/\/educationalist.substack.com\/p\/space-to-fail-and-learn\" target=\"_blank\">Space to Fail. And Learn<\/a><\/strong>, <em>The Educationalist<\/em><\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\">Arall<\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Monthly series <\/strong>European Network for Academic Integrity, <strong><a rel=\"noreferrer noopener\" href=\"https:\/\/www.academicintegrity.eu\/wp\/enai-monthly-webinars\/\" target=\"_blank\">ENAI monthly webinars<\/a> <\/strong>free open webinars on various topics related to academic integrity<\/li>\n\n\n\n<li><strong>Subscribe <\/strong>to <strong><a rel=\"noreferrer noopener\" href=\"https:\/\/www.seda.ac.uk\/membership\/sedas-electronic-mailing-list\/\" target=\"_blank\">SEDA\u2019s mailing list<\/a><\/strong> for email discussions about educational development and emerging teaching practices. This is one of the sources I use when identifying useful material for the Roundup.<\/li>\n\n\n\n<li><strong>Follow <\/strong>University of Birmingham&#8217;s Higher Education Futures institute <strong><a rel=\"noreferrer noopener\" href=\"https:\/\/twitter.com\/UoB_HEFi\" target=\"_blank\">HEFi on Twitter<\/a><\/strong> for daily posts with links to pedagogical literature and more. This is one of the sources I use when identifying useful material for the Roundup.<\/li>\n\n\n\n<li><strong>Join <\/strong>the <strong><a rel=\"noreferrer noopener\" href=\"https:\/\/twitter.com\/LTHEchat\" target=\"_blank\">#LTHEchat on Twitter<\/a><\/strong> Wednesday nights for one hour of lively discussion about learning and teaching in HE. I often find out about good resources for the Roundup from the chat.<\/li>\n<\/ul>\n\n\n\n<p>Ewch i\u2019r&nbsp;<a href=\"https:\/\/wordpress.aber.ac.uk\/e-learning\/cy\/blank\"><strong>dudalen archebu Hyfforddiant Staff<\/strong><\/a>&nbsp;i weld pa hyfforddiant a gynigir gan yr Uned Datblygu Dysgu ac Addysgu a staff eraill Prifysgol Aberystwyth. Gobeithio y bydd y crynodeb wythnosol hwn o adnoddau yn ddefnyddiol ichi. Os oes gennych unrhyw gwestiynau neu awgrymiadau, cysylltwch \u00e2\u2019n t\u00eem ar&nbsp;<a href=\"https:\/\/wordpress.aber.ac.uk\/e-learning\/cy\/blank\"><strong>lteu@aber.ac.uk<\/strong><\/a>. Efallai hefyd yr hoffech ddilyn fy nghyfrif Twitter,&nbsp;<a href=\"https:\/\/wordpress.aber.ac.uk\/e-learning\/cy\/blank\"><strong>Mary Jacob L&amp;T<\/strong><\/a>.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Fel arweinydd ein rhaglen TUAAU, rwy\u2019n cadw llygad allan am adnoddau i helpu staff i addysgu\u2019n effeithiol. Mae\u2019r rhain yn cynnwys gweminarau, podlediadau, pecynnau cymorth ar-lein, cyhoeddiadau a mwy. Mae\u2019r pynciau\u2019n cynnwys dysgu gweithredol, addysgu ar-lein\/cyfunol, hygyrchedd\/cynhwysiant, a dylunio dysgu effeithiol yn seiliedig ar wyddoniaeth wybyddol. Rwyf wedi rhestru isod eitemau y sylwais arnynt yn [&hellip;]<\/p>\n","protected":false},"author":9922,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"jetpack_post_was_ever_published":false,"_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":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":true,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2}},"categories":[632],"tags":[],"class_list":["post-7597","post","type-post","status-publish","format-standard","hentry","category-crynodeb-wythnosol-o-adnoddau"],"jetpack_publicize_connections":[],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p9XLJV-1Yx","_links":{"self":[{"href":"https:\/\/wordpress.aber.ac.uk\/e-learning\/wp-json\/wp\/v2\/posts\/7597","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/wordpress.aber.ac.uk\/e-learning\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/wordpress.aber.ac.uk\/e-learning\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/wordpress.aber.ac.uk\/e-learning\/wp-json\/wp\/v2\/users\/9922"}],"replies":[{"embeddable":true,"href":"https:\/\/wordpress.aber.ac.uk\/e-learning\/wp-json\/wp\/v2\/comments?post=7597"}],"version-history":[{"count":1,"href":"https:\/\/wordpress.aber.ac.uk\/e-learning\/wp-json\/wp\/v2\/posts\/7597\/revisions"}],"predecessor-version":[{"id":7599,"href":"https:\/\/wordpress.aber.ac.uk\/e-learning\/wp-json\/wp\/v2\/posts\/7597\/revisions\/7599"}],"wp:attachment":[{"href":"https:\/\/wordpress.aber.ac.uk\/e-learning\/wp-json\/wp\/v2\/media?parent=7597"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/wordpress.aber.ac.uk\/e-learning\/wp-json\/wp\/v2\/categories?post=7597"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/wordpress.aber.ac.uk\/e-learning\/wp-json\/wp\/v2\/tags?post=7597"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}