{"id":71,"date":"2024-01-31T09:58:53","date_gmt":"2024-01-31T14:58:53","guid":{"rendered":"https:\/\/opentextbooks.concordia.ca\/blended-learning\/chapter\/designing-a-blended-course\/"},"modified":"2024-03-20T16:20:37","modified_gmt":"2024-03-20T20:20:37","slug":"designing-a-blended-course","status":"publish","type":"chapter","link":"https:\/\/opentextbooks.concordia.ca\/blended-learning\/chapter\/designing-a-blended-course\/","title":{"raw":"Designing a blended course","rendered":"Designing a blended course"},"content":{"raw":"<div class=\"designing-a-blended-course\">\r\n<div class=\"textbox shaded\">\r\n\r\n<strong>On this page<\/strong>\r\n<ul>\r\n \t<li><a href=\"#learning-outcomes\">Identify course learning outcomes<\/a><\/li>\r\n \t<li><a href=\"#assessments\">Determine assessments to measure each outcome<\/a><\/li>\r\n \t<li><a href=\"#learning-activities\">Plan all course learning activities<\/a><\/li>\r\n \t<li><a href=\"#sequence\">Determine the sequence and delivery mode for each activity<\/a><\/li>\r\n \t<li><a href=\"#template\">Template<\/a><\/li>\r\n \t<li><a href=\"#references\">References<\/a><\/li>\r\n<\/ul>\r\n<\/div>\r\n<span style=\"text-align: initial;font-size: 1em\">For your reference, if you are designing a course for the first time or redesigning an existing course, the first three steps listed below are based on the \u201cbackward\u201d design approach by Wiggins and McTighe (1998), which aligns course goals and objectives with course assessments and activities. Step four will help you decide which activities are better suited to face-to-face or out-of-class delivery mode.<\/span>\r\n\r\n[caption id=\"\" align=\"alignnone\" width=\"1920\"]<img src=\"http:\/\/opentextbooks.concordia.ca\/blended-learning\/wp-content\/uploads\/sites\/62\/2024\/01\/image1.png\" alt=\"image\" width=\"1920\" height=\"1080\" \/> This infographic was adapted from Stein and Graham (2014) and designed by Concordia University's Centre for Teaching and Learning. CC-BY-NC-SA.[\/caption]\r\n<h2><a id=\"learning-outcomes\"><\/a>Identify course learning outcomes<\/h2>\r\n<p class=\"import-Normal\"><em>Learning\u00a0<\/em><em>objectives<\/em> (or\u00a0<em>learning\u00a0outcomes<\/em>)\u00a0describe\u00a0the learning that\u00a0a student is expected to\u00a0demonstrate\u00a0from a single class, course or program.<\/p>\r\n<p class=\"import-Normal\">To be effective,\u00a0the statements should:<\/p>\r\n<p class=\"import-Normal\">use verbs that\u00a0describe observable and measurable actions that demonstrate the\u00a0learning and\u00a0can be\u00a0assessed;<\/p>\r\n<p class=\"import-Normal\">specify the precise knowledge, skills or attitudes that are targeted<\/p>\r\n<p class=\"import-Normal\">identify the conditions under which students will demonstrate their learning<\/p>\r\n<p class=\"import-Normal\">Finally, always sharing the\u00a0learning outcomes\u00a0with your students is best practice.<\/p>\r\n<p class=\"import-Normal\">See our Course Design pressbook for <a class=\"rId21\" href=\"https:\/\/opentextbooks.concordia.ca\/course-design\/chapter\/develop-learning-outcomes\/\"><span class=\"import-Hyperlink\">g<\/span><span class=\"import-Hyperlink\">uidance on how to develop learning outcomes<\/span><\/a>.<\/p>\r\n\r\n<h2><a id=\"assessments\"><\/a>Determine assessments to measure each outcome<\/h2>\r\n<p class=\"import-Normal\">To determine the assessment activities for a course, consider the following question:<\/p>\r\n\r\n<ul>\r\n \t<li>How will students demonstrate the skills, knowledge or attitudes required to succeed in the course? These are directly tied to the learning outcomes identified previously.<\/li>\r\n<\/ul>\r\n<p class=\"import-Normal\">With your learning outcomes in mind, determine what activities might serve as evidence that students meet each outcome.<\/p>\r\n<p class=\"import-Normal\">The nature of the assessments will depend on the depth of knowledge or skill required. When simple facts are required, quizzes might be an efficient way of measuring learning. However, when students must use\u00a0higher-order\u00a0thinking skills to analyze and evaluate, real-world problems and scenarios are more appropriate.<\/p>\r\n<p class=\"import-Normal\">Examples of assessment activities include:<\/p>\r\n\r\n<ul>\r\n \t<li class=\"import-Normal\">problem-solving tasks and scenarios<\/li>\r\n \t<li class=\"import-Normal\">models and diagrams<\/li>\r\n \t<li class=\"import-Normal\">essays<\/li>\r\n \t<li class=\"import-Normal\">research reports<\/li>\r\n \t<li class=\"import-Normal\">videos<\/li>\r\n \t<li class=\"import-Normal\">reflections (written or in an alternative medium)<\/li>\r\n \t<li class=\"import-Normal\">artistic works<\/li>\r\n \t<li class=\"import-Normal\">role-plays<\/li>\r\n<\/ul>\r\n<h2><a id=\"learning-activities\"><\/a>Plan all course learning activities<\/h2>\r\n<p class=\"import-Normal\">The learning activities include any course activities the students must complete\u00a0to\u00a0help them meet the course objectives and goals.<\/p>\r\n<p class=\"import-Normal\">Note:\u00a0A three-credit course requires at least 10 hours of work per week, including lectures, readings,\u00a0exams\u00a0and other assignments.<\/p>\r\n<p class=\"import-Normal\">To avoid including an overwhelming number of readings and lectures in the online environment, determine whether a learning activity is essential or optional. Consider creating a separate \u201cSupplementary Resources &amp; Activities\u201d section in\u00a0Moodle\u00a0for the optional activities and direct students to specific resources and activities as appropriate.\u00a0You can use\u00a0<a class=\"rId22\" href=\"https:\/\/cat.wfu.edu\/resources\/workload2\/\"><span class=\"import-Hyperlink\">this tool<\/span><\/a>\u00a0to help you estimate student workload.<\/p>\r\n<p class=\"import-Normal\">Examples include:<\/p>\r\n\r\n<ul>\r\n \t<li class=\"import-Normal\">readings<\/li>\r\n \t<li class=\"import-Normal\">attending\/watching lectures<\/li>\r\n \t<li class=\"import-Normal\">watching other videos<\/li>\r\n \t<li class=\"import-Normal\">participating in an online discussion forum<\/li>\r\n \t<li class=\"import-Normal\">completing individual or collaborative assignments<\/li>\r\n \t<li class=\"import-Normal\">taking quizzes<\/li>\r\n \t<li class=\"import-Normal\">participating in in-class group work or other activities<\/li>\r\n \t<li class=\"import-Normal\">Hands-on activities, such as data collection or analysis,\u00a0doing experiments,\u00a0building\u00a0or creating original works<\/li>\r\n \t<li class=\"import-Normal\">Community activities include participating in a rally, visiting landmarks,\u00a0interviewing experts,\u00a0and cataloging or mapping communities (i.e.,\u00a0plants, wildlife, architecture,\u00a0monuments,\u00a0etc.)<\/li>\r\n<\/ul>\r\n<h2><a id=\"sequence\"><\/a>Determine the sequence and delivery mode for each activity<\/h2>\r\n<p class=\"import-Normal\">This final step of the planning process is putting all the pieces together and mapping out what the course will look like.<\/p>\r\n<p class=\"import-Normal\">To create the completed plan for your blended course, complete the following tasks:<\/p>\r\n\r\n<ol>\r\n \t<li class=\"import-Normal\">Group all learning activities and assessments into modules or weeks and determine the sequence of each activity within each module.<\/li>\r\n \t<li class=\"import-Normal\">Determine the\u00a0delivery mode\u00a0for each activity and assessment (i.e.\u00a0in-class\u00a0or\u00a0out-of-class). If any activities are to be online, note which\u00a0Moodle activity\u00a0you will use and what\u00a0resources are required to create it online\u00a0(i.e.,\u00a0record a lecture, enter quiz questions into\u00a0Moodle, create student groups in\u00a0Moodle, etc.)<\/li>\r\n<\/ol>\r\n<div class=\"textbox shaded\">\r\n<p class=\"import-Normal\"><strong>Example: Blended <\/strong><strong>model <\/strong><strong>for 3-hour <\/strong><strong>weekly schedule<\/strong><\/p>\r\n<p class=\"import-Normal\">The following exemplifies how an instructor might approach planning a blended schedule for a weekly 3-hour course.<\/p>\r\n<p class=\"import-Normal\"><strong>Date(s) or week<\/strong><\/p>\r\n<p class=\"import-Normal\">October 3rd<\/p>\r\n<p class=\"import-Normal\"><strong>Face-to-face activity<\/strong><\/p>\r\n\r\n<ul>\r\n \t<li>Live lecture<\/li>\r\n \t<li>Clicker questions with Think-Pair-Share<\/li>\r\n<\/ul>\r\n<p class=\"import-Normal\">Estimate: 2 hours<\/p>\r\n<p class=\"import-Normal\"><strong>Out-of-class <\/strong><strong>a<\/strong><strong>ctivit<\/strong><strong>ies: <\/strong><strong>Before face-to-face<\/strong><\/p>\r\n\r\n<ul>\r\n \t<li>Watch the recorded lecture \u201ctitle\u201d (Moodle)<\/li>\r\n \t<li>Read page X = XX \u201cTitle\u201d (Coursepack)<\/li>\r\n \t<li>Post 3 Major Takeaways from lecture &amp; reading (Moodle)<\/li>\r\n<\/ul>\r\n<p class=\"import-Normal\">Due: Before October 3rd<\/p>\r\n<p class=\"import-Normal\"><strong>Out-of-class activities: After face-to-face<\/strong><\/p>\r\n\r\n<ul>\r\n \t<li>Complete worksheet \u201ctitle\u201d (Moodle)<\/li>\r\n \t<li>Estimate: 1\u20132 hours<\/li>\r\n<\/ul>\r\n<p class=\"import-Normal\">Due: October 9th<\/p>\r\n<p class=\"import-Normal\"><strong>Weekly workload estimate<\/strong><\/p>\r\n\r\n<ul>\r\n \t<li>Face-to-face activity: 2 hours<\/li>\r\n \t<li>Out-of-class activities: 7 hours<\/li>\r\n<\/ul>\r\n<\/div>\r\n<h2><a id=\"template\"><\/a>Template<\/h2>\r\n<p class=\"import-Normal\">The <a href=\"http:\/\/opentextbooks.concordia.ca\/blended-learning\/wp-content\/uploads\/sites\/62\/2024\/01\/SelectingModuleForBlending.docx\" target=\"_self\" rel=\"noopener\"><span class=\"import-Hyperlink\">Blending Your Course by Module<\/span><\/a> template will help you design a blended module for your course.<\/p>\r\n\r\n<h2><a id=\"references\"><\/a>References<\/h2>\r\n<p class=\"hanging-indent\">Anderson, L. W., &amp; Krathwohl, D. R. (2001).\u00a0<em>A taxonomy for learning, teaching, and assessing\u202f: a revision of <\/em><em>Bloom\u2019s<\/em><em> taxonomy of educational objectives<\/em>\u00a0(Complete). Longman.<\/p>\r\n<p class=\"hanging-indent\">Garrison, D. R. &amp; Vaughn, N.D. (2007)<em>\u202fBlended <\/em><em>l<\/em><em>earning in <\/em><em>h<\/em><em>igher <\/em><em>e<\/em><em>ducation: Framework, <\/em><em>p<\/em><em>rinciples, and <\/em><em>g<\/em><em>uidelines<\/em>. San Francisco: Jossey-Bass.<\/p>\r\n<p class=\"hanging-indent\">Stein, J. &amp; Graham, C.R. (2014).<em>\u202fEssentials for <\/em><em>b<\/em><em>lended <\/em><em>l<\/em><em>earning: A <\/em><em>s<\/em><em>tandards-<\/em><em>b<\/em><em>ased <\/em><em>g<\/em><em>uide<\/em>. New York: Routledge.<\/p>\r\n<p class=\"hanging-indent\">Wiggins, G. P., &amp; McTighe, J. (2005).\u202f<em>Understanding by design<\/em>\u202f(2nd ed.). Pearson.<\/p>\r\n\r\n<\/div>","rendered":"<div class=\"designing-a-blended-course\">\n<div class=\"textbox shaded\">\n<p><strong>On this page<\/strong><\/p>\n<ul>\n<li><a href=\"#learning-outcomes\">Identify course learning outcomes<\/a><\/li>\n<li><a href=\"#assessments\">Determine assessments to measure each outcome<\/a><\/li>\n<li><a href=\"#learning-activities\">Plan all course learning activities<\/a><\/li>\n<li><a href=\"#sequence\">Determine the sequence and delivery mode for each activity<\/a><\/li>\n<li><a href=\"#template\">Template<\/a><\/li>\n<li><a href=\"#references\">References<\/a><\/li>\n<\/ul>\n<\/div>\n<p><span style=\"text-align: initial;font-size: 1em\">For your reference, if you are designing a course for the first time or redesigning an existing course, the first three steps listed below are based on the \u201cbackward\u201d design approach by Wiggins and McTighe (1998), which aligns course goals and objectives with course assessments and activities. Step four will help you decide which activities are better suited to face-to-face or out-of-class delivery mode.<\/span><\/p>\n<figure style=\"width: 1920px\" class=\"wp-caption alignnone\"><img loading=\"lazy\" decoding=\"async\" src=\"http:\/\/opentextbooks.concordia.ca\/blended-learning\/wp-content\/uploads\/sites\/62\/2024\/01\/image1.png\" alt=\"image\" width=\"1920\" height=\"1080\" \/><figcaption class=\"wp-caption-text\">This infographic was adapted from Stein and Graham (2014) and designed by Concordia University&#8217;s Centre for Teaching and Learning. CC-BY-NC-SA.<\/figcaption><\/figure>\n<h2><a id=\"learning-outcomes\"><\/a>Identify course learning outcomes<\/h2>\n<p class=\"import-Normal\"><em>Learning\u00a0<\/em><em>objectives<\/em> (or\u00a0<em>learning\u00a0outcomes<\/em>)\u00a0describe\u00a0the learning that\u00a0a student is expected to\u00a0demonstrate\u00a0from a single class, course or program.<\/p>\n<p class=\"import-Normal\">To be effective,\u00a0the statements should:<\/p>\n<p class=\"import-Normal\">use verbs that\u00a0describe observable and measurable actions that demonstrate the\u00a0learning and\u00a0can be\u00a0assessed;<\/p>\n<p class=\"import-Normal\">specify the precise knowledge, skills or attitudes that are targeted<\/p>\n<p class=\"import-Normal\">identify the conditions under which students will demonstrate their learning<\/p>\n<p class=\"import-Normal\">Finally, always sharing the\u00a0learning outcomes\u00a0with your students is best practice.<\/p>\n<p class=\"import-Normal\">See our Course Design pressbook for <a class=\"rId21\" href=\"https:\/\/opentextbooks.concordia.ca\/course-design\/chapter\/develop-learning-outcomes\/\"><span class=\"import-Hyperlink\">g<\/span><span class=\"import-Hyperlink\">uidance on how to develop learning outcomes<\/span><\/a>.<\/p>\n<h2><a id=\"assessments\"><\/a>Determine assessments to measure each outcome<\/h2>\n<p class=\"import-Normal\">To determine the assessment activities for a course, consider the following question:<\/p>\n<ul>\n<li>How will students demonstrate the skills, knowledge or attitudes required to succeed in the course? These are directly tied to the learning outcomes identified previously.<\/li>\n<\/ul>\n<p class=\"import-Normal\">With your learning outcomes in mind, determine what activities might serve as evidence that students meet each outcome.<\/p>\n<p class=\"import-Normal\">The nature of the assessments will depend on the depth of knowledge or skill required. When simple facts are required, quizzes might be an efficient way of measuring learning. However, when students must use\u00a0higher-order\u00a0thinking skills to analyze and evaluate, real-world problems and scenarios are more appropriate.<\/p>\n<p class=\"import-Normal\">Examples of assessment activities include:<\/p>\n<ul>\n<li class=\"import-Normal\">problem-solving tasks and scenarios<\/li>\n<li class=\"import-Normal\">models and diagrams<\/li>\n<li class=\"import-Normal\">essays<\/li>\n<li class=\"import-Normal\">research reports<\/li>\n<li class=\"import-Normal\">videos<\/li>\n<li class=\"import-Normal\">reflections (written or in an alternative medium)<\/li>\n<li class=\"import-Normal\">artistic works<\/li>\n<li class=\"import-Normal\">role-plays<\/li>\n<\/ul>\n<h2><a id=\"learning-activities\"><\/a>Plan all course learning activities<\/h2>\n<p class=\"import-Normal\">The learning activities include any course activities the students must complete\u00a0to\u00a0help them meet the course objectives and goals.<\/p>\n<p class=\"import-Normal\">Note:\u00a0A three-credit course requires at least 10 hours of work per week, including lectures, readings,\u00a0exams\u00a0and other assignments.<\/p>\n<p class=\"import-Normal\">To avoid including an overwhelming number of readings and lectures in the online environment, determine whether a learning activity is essential or optional. Consider creating a separate \u201cSupplementary Resources &amp; Activities\u201d section in\u00a0Moodle\u00a0for the optional activities and direct students to specific resources and activities as appropriate.\u00a0You can use\u00a0<a class=\"rId22\" href=\"https:\/\/cat.wfu.edu\/resources\/workload2\/\"><span class=\"import-Hyperlink\">this tool<\/span><\/a>\u00a0to help you estimate student workload.<\/p>\n<p class=\"import-Normal\">Examples include:<\/p>\n<ul>\n<li class=\"import-Normal\">readings<\/li>\n<li class=\"import-Normal\">attending\/watching lectures<\/li>\n<li class=\"import-Normal\">watching other videos<\/li>\n<li class=\"import-Normal\">participating in an online discussion forum<\/li>\n<li class=\"import-Normal\">completing individual or collaborative assignments<\/li>\n<li class=\"import-Normal\">taking quizzes<\/li>\n<li class=\"import-Normal\">participating in in-class group work or other activities<\/li>\n<li class=\"import-Normal\">Hands-on activities, such as data collection or analysis,\u00a0doing experiments,\u00a0building\u00a0or creating original works<\/li>\n<li class=\"import-Normal\">Community activities include participating in a rally, visiting landmarks,\u00a0interviewing experts,\u00a0and cataloging or mapping communities (i.e.,\u00a0plants, wildlife, architecture,\u00a0monuments,\u00a0etc.)<\/li>\n<\/ul>\n<h2><a id=\"sequence\"><\/a>Determine the sequence and delivery mode for each activity<\/h2>\n<p class=\"import-Normal\">This final step of the planning process is putting all the pieces together and mapping out what the course will look like.<\/p>\n<p class=\"import-Normal\">To create the completed plan for your blended course, complete the following tasks:<\/p>\n<ol>\n<li class=\"import-Normal\">Group all learning activities and assessments into modules or weeks and determine the sequence of each activity within each module.<\/li>\n<li class=\"import-Normal\">Determine the\u00a0delivery mode\u00a0for each activity and assessment (i.e.\u00a0in-class\u00a0or\u00a0out-of-class). If any activities are to be online, note which\u00a0Moodle activity\u00a0you will use and what\u00a0resources are required to create it online\u00a0(i.e.,\u00a0record a lecture, enter quiz questions into\u00a0Moodle, create student groups in\u00a0Moodle, etc.)<\/li>\n<\/ol>\n<div class=\"textbox shaded\">\n<p class=\"import-Normal\"><strong>Example: Blended <\/strong><strong>model <\/strong><strong>for 3-hour <\/strong><strong>weekly schedule<\/strong><\/p>\n<p class=\"import-Normal\">The following exemplifies how an instructor might approach planning a blended schedule for a weekly 3-hour course.<\/p>\n<p class=\"import-Normal\"><strong>Date(s) or week<\/strong><\/p>\n<p class=\"import-Normal\">October 3rd<\/p>\n<p class=\"import-Normal\"><strong>Face-to-face activity<\/strong><\/p>\n<ul>\n<li>Live lecture<\/li>\n<li>Clicker questions with Think-Pair-Share<\/li>\n<\/ul>\n<p class=\"import-Normal\">Estimate: 2 hours<\/p>\n<p class=\"import-Normal\"><strong>Out-of-class <\/strong><strong>a<\/strong><strong>ctivit<\/strong><strong>ies: <\/strong><strong>Before face-to-face<\/strong><\/p>\n<ul>\n<li>Watch the recorded lecture \u201ctitle\u201d (Moodle)<\/li>\n<li>Read page X = XX \u201cTitle\u201d (Coursepack)<\/li>\n<li>Post 3 Major Takeaways from lecture &amp; reading (Moodle)<\/li>\n<\/ul>\n<p class=\"import-Normal\">Due: Before October 3rd<\/p>\n<p class=\"import-Normal\"><strong>Out-of-class activities: After face-to-face<\/strong><\/p>\n<ul>\n<li>Complete worksheet \u201ctitle\u201d (Moodle)<\/li>\n<li>Estimate: 1\u20132 hours<\/li>\n<\/ul>\n<p class=\"import-Normal\">Due: October 9th<\/p>\n<p class=\"import-Normal\"><strong>Weekly workload estimate<\/strong><\/p>\n<ul>\n<li>Face-to-face activity: 2 hours<\/li>\n<li>Out-of-class activities: 7 hours<\/li>\n<\/ul>\n<\/div>\n<h2><a id=\"template\"><\/a>Template<\/h2>\n<p class=\"import-Normal\">The <a href=\"http:\/\/opentextbooks.concordia.ca\/blended-learning\/wp-content\/uploads\/sites\/62\/2024\/01\/SelectingModuleForBlending.docx\" target=\"_self\" rel=\"noopener\"><span class=\"import-Hyperlink\">Blending Your Course by Module<\/span><\/a> template will help you design a blended module for your course.<\/p>\n<h2><a id=\"references\"><\/a>References<\/h2>\n<p class=\"hanging-indent\">Anderson, L. W., &amp; Krathwohl, D. R. (2001).\u00a0<em>A taxonomy for learning, teaching, and assessing\u202f: a revision of <\/em><em>Bloom\u2019s<\/em><em> taxonomy of educational objectives<\/em>\u00a0(Complete). Longman.<\/p>\n<p class=\"hanging-indent\">Garrison, D. R. &amp; Vaughn, N.D. (2007)<em>\u202fBlended <\/em><em>l<\/em><em>earning in <\/em><em>h<\/em><em>igher <\/em><em>e<\/em><em>ducation: Framework, <\/em><em>p<\/em><em>rinciples, and <\/em><em>g<\/em><em>uidelines<\/em>. San Francisco: Jossey-Bass.<\/p>\n<p class=\"hanging-indent\">Stein, J. &amp; Graham, C.R. (2014).<em>\u202fEssentials for <\/em><em>b<\/em><em>lended <\/em><em>l<\/em><em>earning: A <\/em><em>s<\/em><em>tandards-<\/em><em>b<\/em><em>ased <\/em><em>g<\/em><em>uide<\/em>. New York: Routledge.<\/p>\n<p class=\"hanging-indent\">Wiggins, G. P., &amp; McTighe, J. (2005).\u202f<em>Understanding by design<\/em>\u202f(2nd ed.). Pearson.<\/p>\n<\/div>\n","protected":false},"author":64,"menu_order":3,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-71","chapter","type-chapter","status-publish","hentry"],"part":23,"_links":{"self":[{"href":"https:\/\/opentextbooks.concordia.ca\/blended-learning\/wp-json\/pressbooks\/v2\/chapters\/71","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/opentextbooks.concordia.ca\/blended-learning\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/opentextbooks.concordia.ca\/blended-learning\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/blended-learning\/wp-json\/wp\/v2\/users\/64"}],"version-history":[{"count":5,"href":"https:\/\/opentextbooks.concordia.ca\/blended-learning\/wp-json\/pressbooks\/v2\/chapters\/71\/revisions"}],"predecessor-version":[{"id":132,"href":"https:\/\/opentextbooks.concordia.ca\/blended-learning\/wp-json\/pressbooks\/v2\/chapters\/71\/revisions\/132"}],"part":[{"href":"https:\/\/opentextbooks.concordia.ca\/blended-learning\/wp-json\/pressbooks\/v2\/parts\/23"}],"metadata":[{"href":"https:\/\/opentextbooks.concordia.ca\/blended-learning\/wp-json\/pressbooks\/v2\/chapters\/71\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/opentextbooks.concordia.ca\/blended-learning\/wp-json\/wp\/v2\/media?parent=71"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/blended-learning\/wp-json\/pressbooks\/v2\/chapter-type?post=71"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/blended-learning\/wp-json\/wp\/v2\/contributor?post=71"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/blended-learning\/wp-json\/wp\/v2\/license?post=71"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}