{"id":444,"date":"2021-07-15T14:00:36","date_gmt":"2021-07-15T14:00:36","guid":{"rendered":"https:\/\/pressbooks.publishdot.com\/sbvqualitycourses\/chapter\/guiding-principles-and-netiquette\/"},"modified":"2021-12-09T04:04:51","modified_gmt":"2021-12-09T04:04:51","slug":"guiding-principles-and-netiquette","status":"publish","type":"chapter","link":"https:\/\/pressbooks.publishdot.com\/sbvqualitycourses\/chapter\/guiding-principles-and-netiquette\/","title":{"raw":"Guiding Principles and Netiquette","rendered":"Guiding Principles and Netiquette"},"content":{"raw":"When we think of guiding principles for our courses, it\u2019s easy to immediately point at the learning goals and objectives \u2014 the metrics by which we gauge whether learners have succeeded in their pursuit. But does the degree to which someone has \u201clearned\u201d have a bearing on their role in the community? Put another way, does the A+ learner belong more than the C- learner?\r\n\r\n[caption id=\"\" align=\"alignleft\" width=\"1024\"]<img src=\"https:\/\/pressbooks.publishdot.com\/sbvqualitycourses\/wp-content\/uploads\/sites\/7\/2021\/07\/pexels-anthony-shkraba-6266980-scaled-e1635873604468-2.jpg\" alt=\"Instructor talking to student on a laptop.\" width=\"1024\" height=\"481\" \/> Source: <a href=\"https:\/\/www.pexels.com\/photo\/woman-talking-to-a-person-on-laptop-6266980\/\">Photo<\/a> by <a href=\"https:\/\/www.pexels.com\/@shkrabaanthony\">Anthony Shkraba<\/a> on <a href=\"https:\/\/www.pexels.com\">Pexels<\/a>[\/caption]\r\n\r\nWhile there may be some standard, boilerplate behavioral guidelines for your course (where and how to ask what kinds of questions, general decorum, and other compulsory information), it\u2019s also important to consider the more unique sensibilities of your space. Perhaps an underlying theme in your film studies course is food: it might be expected and commonplace for students to discuss and share pictures of their own favourite dishes and culinary experiences within the course. Such behaviour might be considered out of place in a statistics course, but it would be something that makes that particular film studies course more special and meaningful for its learners.\r\n\r\nIn <em>The Art of Community<\/em>, Charles Vogl speaks to the idea of the temple:\r\n<blockquote>a place where people with shared values enact their community\u2019s rituals (Vogl, 2016, p. 67)[footnote]Vogl, C. H. (2016). <em>The art of community: Seven principles for belonging<\/em>. Berrett-Koehler Publishers.[\/footnote]<\/blockquote>\r\nIn essence, your course is the temple for your community. It is the place where members of your community gather to listen, speak, and learn from one another \u2014 where they communicate. Clearly articulating the activities that will take place in the course (the rituals of the temple) will help you to develop an understanding of what makes your course special and unique. It will help your learners to feel more comfortable in understanding the decorum of the space.\r\n<p style=\"margin-bottom: 15px\">Below you\u2019ll find four short lists: three with general considerations about netiquette (things that would likely apply to any course), and a fourth with some thought provoking questions about specificity (what makes your course unique).<\/p>\r\n\r\n<details><!-- How are we communication with eachother--><summary>How are we communicating with each other?<\/summary>\r\n<div class=\"collapsed\">\r\n<ul>\r\n \t<li>Where are we communicating? Is it better to ask questions via email or in the discussion boards? Is there a \u201challway space\u201d for learners that isn\u2019t supervised by the instructor?<\/li>\r\n \t<li>What does our communication look and sound like when we\u2019re speaking? What about when we\u2019re not speaking? How are we addressing each other when we do so? In what language?<\/li>\r\n \t<li>How do we deal with disagreements or conflicts should they arise?<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/details><details><!-- Where and when are we expected to complete tasks and engage with material?--><summary>Where and when are we expected to complete tasks and engage with material?<\/summary>\r\n<div class=\"collapsed\">\r\n<ul>\r\n \t<li>Are we utilizing spaces and tools that take us outside the confines of the LMS? To what end?<\/li>\r\n \t<li>What flexibility can we expect regarding things like assessment, attendance or participation?<\/li>\r\n \t<li>How does the course account for time and space? Are there opportunities for synchronous meetings? Is there a \u201cpreferred\u201d time zone that the instructor occupies?<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/details><details><!-- What institutional information needs to be made explicit? --><summary>What institutional information needs to be made explicit?<\/summary>\r\n<div class=\"collapsed\">\r\n<ul>\r\n \t<li>Do learners have access to specialty software? How would they go about obtaining it?<\/li>\r\n \t<li>What resources are available to learners that they might not already be aware of?<\/li>\r\n \t<li>Are there preordained regulations regarding professionalization (dress code, diction)?<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/details><details><!-- What makes this course special or unique? --><summary>What makes this course special or unique?<\/summary>\r\n<div class=\"collapsed\">\r\n<ul>\r\n \t<li>What is it about this course that will enrich the lives of learners?<\/li>\r\n \t<li>Why will the connections and relationships built here be meaningful?<\/li>\r\n \t<li>Where will learners be able to put into action what they take from this course?<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/details><em><img class=\"size-thumbnail alignleft\" src=\"https:\/\/pressbooks.publishdot.com\/sbvqualitycourses\/wp-content\/uploads\/sites\/7\/2021\/12\/Yellow__Idea-2.png\" alt=\"\" width=\"150\" height=\"150\" \/><\/em>\r\n\r\n&nbsp;\r\n\r\n<strong>Tip: <\/strong>Remember that these things can change over time; they aren\u2019t necessarily set in stone. The guiding principles and shared values are things that can be renegotiated and re-communicated as the community evolves.\r\n<h2>An Invitation for Creation<\/h2>\r\nA shared understanding of who we are, what we do, and where we do it is an awesome way to decrease ambiguity and improve course legibility. But what really transforms your course into a community will be the ways in which your learners come together. Inviting your learners to identify, negotiate and fashion things like guidelines, values and protocol creates an opportunity for everyone to actively take control of their shared relationship with the space (and the learning therein) as \u201cthe invitation becomes evidence of their belonging\u201d (Vogl, 2016, p. 47)[footnote]Ibid.[\/footnote]. Soliciting feedback and welcoming expression as part of this process immediately alters the nature of authority: rather than a supervisor merely administering and managing the completion of tasks, instructors become learners alongside students in a communal space.\r\n<h2>De(con)structing Spaces<\/h2>\r\nSometimes it can be tricky to identify (and agree upon) a set of rules or tenets. Common values like respect for one another, or baselines like academic integrity, are easy to co-sign \u2014 but every course is going to be a little different. There needs to be a shared and articulated consistency that influences how we feel about our community. What does <em>respect<\/em> look like, for example? How does the concept inform things like land acknowledgments, pronoun use or conversation amongst learners? Being able to come to terms as a group about what we value as a community gives us something to inform our actions and decision making. One way of going about finding what you do want is figuring out what you don\u2019t want.\r\n<div class=\"textbox callout\">A great way to go about giving a voice to protocol is by making use of <strong>TRIZ<\/strong>, a Russian acronym that translates to <strong>\u201ctheory of inventive problem solving.\u201d<\/strong> It\u2019s a method of framing thoughts and ideas that demystifies the coordination of values and regulations by allowing people to grapple with sensitive topics, or ideas generally considered to be above criticism, by (un)dressing them in a carefree, lighthearted and honest manner. Put more casually, <a href=\"https:\/\/www.liberatingstructures.com\/6-making-space-with-triz\/\">TRIZ<\/a> is an opportunity to bust out the hammers and break down walls between you and the things you want to get at (or at least identify).<\/div>\r\n&nbsp;\r\n<div class=\"textbox textbox--reflection\"><header class=\"textbox__header\">\r\n<h2 class=\"textbox__title\">Reflection<\/h2>\r\n<\/header>[h5p id=\"138\"]\r\n\r\n<\/div>\r\nChances are you\u2019ve thought of a few \u201cwinners,\u201d things that learners or members of your community would have a laugh over. TRIZ is an especially powerful tool when explored with a group, as it gives everyone an opportunity to express themselves and collaborate with one another. Engaging learners in such an activity invites them into the course not just as participants, but as co-creators with a meaningful sense of agency. Keep in mind that actions speak louder than words, and while being able to establish a protocol for communication is great, it is the group\u2019s adherence to these ideas that will give them meaning. Especially so as the instructor: if your behaviour is not emblematic of these values, learners might feel let down, and demotivated.\r\n\r\nIn Self-Determination Theory, individuals that are externally motivated might feel more alienated, whereas those that are intrinsically motivated are more likely to feel enjoyment (Ryan and Deci, 2000, p. 72)[footnote]Ryan, R. M., &amp; Deci, E. L. (2000). <a href=\"https:\/\/doi.org\/10.1037\/0003-066x.55.1.68\">Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being<\/a>. <em>American Psychologist, 55<\/em>(1), 68\u201378. https:\/\/doi.org\/10.1037\/0003-066x.55.1.68.[\/footnote]. Inviting learners to help co-create and negotiate values generates a shared understanding of ritual. That integration paves the way for belonging, which helps to create meaning amongst members of the community (even if in just a small way). Regardless of <em>why<\/em> someone is <em>specifically<\/em> motivated within the course (they are personally excited about the subject matter, they are merely curious and filling out a timetable, or this is something that they absolutely need to satisfy a degree requirement, for example), cultivating and identifying shared values and guidelines means everyone will feel better and understand the space more clearly as a result.\r\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\">\r\n<h2 class=\"textbox__title\">Key Takeaways<\/h2>\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nThrough the identification and establishing of shared values, you will be able to achieve a meaningful and authentic learning experience.\r\n\r\nCo-creating the experience with your learners will help to ensure they feel comfortable about their participation, and excited to be a part of it.\r\n\r\nTransforming your course into a community will result in better communication amongst you and your learners.\r\n\r\nOne way of finding solutions to challenging problems is by demystifying the subject \u2014 making things easier to talk about leads to more fruitful interactions.\r\n\r\n<\/div>\r\n<\/div>","rendered":"<p>When we think of guiding principles for our courses, it\u2019s easy to immediately point at the learning goals and objectives \u2014 the metrics by which we gauge whether learners have succeeded in their pursuit. But does the degree to which someone has \u201clearned\u201d have a bearing on their role in the community? Put another way, does the A+ learner belong more than the C- learner?<\/p>\n<figure style=\"width: 1024px\" class=\"wp-caption alignleft\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/pressbooks.publishdot.com\/sbvqualitycourses\/wp-content\/uploads\/sites\/7\/2021\/07\/pexels-anthony-shkraba-6266980-scaled-e1635873604468-2.jpg\" alt=\"Instructor talking to student on a laptop.\" width=\"1024\" height=\"481\" \/><figcaption class=\"wp-caption-text\">Source: <a href=\"https:\/\/www.pexels.com\/photo\/woman-talking-to-a-person-on-laptop-6266980\/\">Photo<\/a> by <a href=\"https:\/\/www.pexels.com\/@shkrabaanthony\">Anthony Shkraba<\/a> on <a href=\"https:\/\/www.pexels.com\">Pexels<\/a><\/figcaption><\/figure>\n<p>While there may be some standard, boilerplate behavioral guidelines for your course (where and how to ask what kinds of questions, general decorum, and other compulsory information), it\u2019s also important to consider the more unique sensibilities of your space. Perhaps an underlying theme in your film studies course is food: it might be expected and commonplace for students to discuss and share pictures of their own favourite dishes and culinary experiences within the course. Such behaviour might be considered out of place in a statistics course, but it would be something that makes that particular film studies course more special and meaningful for its learners.<\/p>\n<p>In <em>The Art of Community<\/em>, Charles Vogl speaks to the idea of the temple:<\/p>\n<blockquote><p>a place where people with shared values enact their community\u2019s rituals (Vogl, 2016, p. 67)<a class=\"footnote\" title=\"Vogl, C. H. (2016). The art of community: Seven principles for belonging. Berrett-Koehler Publishers.\" id=\"return-footnote-444-1\" href=\"#footnote-444-1\" aria-label=\"Footnote 1\"><sup class=\"footnote\">[1]<\/sup><\/a><\/p><\/blockquote>\n<p>In essence, your course is the temple for your community. It is the place where members of your community gather to listen, speak, and learn from one another \u2014 where they communicate. Clearly articulating the activities that will take place in the course (the rituals of the temple) will help you to develop an understanding of what makes your course special and unique. It will help your learners to feel more comfortable in understanding the decorum of the space.<\/p>\n<p style=\"margin-bottom: 15px\">Below you\u2019ll find four short lists: three with general considerations about netiquette (things that would likely apply to any course), and a fourth with some thought provoking questions about specificity (what makes your course unique).<\/p>\n<details><!-- How are we communication with eachother --><\/p>\n<summary>How are we communicating with each other?<\/summary>\n<div class=\"collapsed\">\n<ul>\n<li>Where are we communicating? Is it better to ask questions via email or in the discussion boards? Is there a \u201challway space\u201d for learners that isn\u2019t supervised by the instructor?<\/li>\n<li>What does our communication look and sound like when we\u2019re speaking? What about when we\u2019re not speaking? How are we addressing each other when we do so? In what language?<\/li>\n<li>How do we deal with disagreements or conflicts should they arise?<\/li>\n<\/ul>\n<\/div>\n<\/details>\n<details><!-- Where and when are we expected to complete tasks and engage with material? --><\/p>\n<summary>Where and when are we expected to complete tasks and engage with material?<\/summary>\n<div class=\"collapsed\">\n<ul>\n<li>Are we utilizing spaces and tools that take us outside the confines of the LMS? To what end?<\/li>\n<li>What flexibility can we expect regarding things like assessment, attendance or participation?<\/li>\n<li>How does the course account for time and space? Are there opportunities for synchronous meetings? Is there a \u201cpreferred\u201d time zone that the instructor occupies?<\/li>\n<\/ul>\n<\/div>\n<\/details>\n<details><!-- What institutional information needs to be made explicit? --><\/p>\n<summary>What institutional information needs to be made explicit?<\/summary>\n<div class=\"collapsed\">\n<ul>\n<li>Do learners have access to specialty software? How would they go about obtaining it?<\/li>\n<li>What resources are available to learners that they might not already be aware of?<\/li>\n<li>Are there preordained regulations regarding professionalization (dress code, diction)?<\/li>\n<\/ul>\n<\/div>\n<\/details>\n<details><!-- What makes this course special or unique? --><\/p>\n<summary>What makes this course special or unique?<\/summary>\n<div class=\"collapsed\">\n<ul>\n<li>What is it about this course that will enrich the lives of learners?<\/li>\n<li>Why will the connections and relationships built here be meaningful?<\/li>\n<li>Where will learners be able to put into action what they take from this course?<\/li>\n<\/ul>\n<\/div>\n<\/details>\n<p><em><img loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail alignleft\" src=\"https:\/\/pressbooks.publishdot.com\/sbvqualitycourses\/wp-content\/uploads\/sites\/7\/2021\/12\/Yellow__Idea-2.png\" alt=\"\" width=\"150\" height=\"150\" \/><\/em><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Tip: <\/strong>Remember that these things can change over time; they aren\u2019t necessarily set in stone. The guiding principles and shared values are things that can be renegotiated and re-communicated as the community evolves.<\/p>\n<h2>An Invitation for Creation<\/h2>\n<p>A shared understanding of who we are, what we do, and where we do it is an awesome way to decrease ambiguity and improve course legibility. But what really transforms your course into a community will be the ways in which your learners come together. Inviting your learners to identify, negotiate and fashion things like guidelines, values and protocol creates an opportunity for everyone to actively take control of their shared relationship with the space (and the learning therein) as \u201cthe invitation becomes evidence of their belonging\u201d (Vogl, 2016, p. 47)<a class=\"footnote\" title=\"Ibid.\" id=\"return-footnote-444-2\" href=\"#footnote-444-2\" aria-label=\"Footnote 2\"><sup class=\"footnote\">[2]<\/sup><\/a>. Soliciting feedback and welcoming expression as part of this process immediately alters the nature of authority: rather than a supervisor merely administering and managing the completion of tasks, instructors become learners alongside students in a communal space.<\/p>\n<h2>De(con)structing Spaces<\/h2>\n<p>Sometimes it can be tricky to identify (and agree upon) a set of rules or tenets. Common values like respect for one another, or baselines like academic integrity, are easy to co-sign \u2014 but every course is going to be a little different. There needs to be a shared and articulated consistency that influences how we feel about our community. What does <em>respect<\/em> look like, for example? How does the concept inform things like land acknowledgments, pronoun use or conversation amongst learners? Being able to come to terms as a group about what we value as a community gives us something to inform our actions and decision making. One way of going about finding what you do want is figuring out what you don\u2019t want.<\/p>\n<div class=\"textbox callout\">A great way to go about giving a voice to protocol is by making use of <strong>TRIZ<\/strong>, a Russian acronym that translates to <strong>\u201ctheory of inventive problem solving.\u201d<\/strong> It\u2019s a method of framing thoughts and ideas that demystifies the coordination of values and regulations by allowing people to grapple with sensitive topics, or ideas generally considered to be above criticism, by (un)dressing them in a carefree, lighthearted and honest manner. Put more casually, <a href=\"https:\/\/www.liberatingstructures.com\/6-making-space-with-triz\/\">TRIZ<\/a> is an opportunity to bust out the hammers and break down walls between you and the things you want to get at (or at least identify).<\/div>\n<p>&nbsp;<\/p>\n<div class=\"textbox textbox--reflection\">\n<header class=\"textbox__header\">\n<h2 class=\"textbox__title\">Reflection<\/h2>\n<\/header>\n<div id=\"h5p-138\">\n<div class=\"h5p-iframe-wrapper\"><iframe id=\"h5p-iframe-138\" class=\"h5p-iframe\" data-content-id=\"138\" style=\"height:1px\" src=\"about:blank\" frameBorder=\"0\" scrolling=\"no\" title=\"\u201cWhat is the worst possible set of rules for this community?\u201d\"><\/iframe><\/div>\n<\/div>\n<\/div>\n<p>Chances are you\u2019ve thought of a few \u201cwinners,\u201d things that learners or members of your community would have a laugh over. TRIZ is an especially powerful tool when explored with a group, as it gives everyone an opportunity to express themselves and collaborate with one another. Engaging learners in such an activity invites them into the course not just as participants, but as co-creators with a meaningful sense of agency. Keep in mind that actions speak louder than words, and while being able to establish a protocol for communication is great, it is the group\u2019s adherence to these ideas that will give them meaning. Especially so as the instructor: if your behaviour is not emblematic of these values, learners might feel let down, and demotivated.<\/p>\n<p>In Self-Determination Theory, individuals that are externally motivated might feel more alienated, whereas those that are intrinsically motivated are more likely to feel enjoyment (Ryan and Deci, 2000, p. 72)<a class=\"footnote\" title=\"Ryan, R. M., &amp; Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68\u201378. https:\/\/doi.org\/10.1037\/0003-066x.55.1.68.\" id=\"return-footnote-444-3\" href=\"#footnote-444-3\" aria-label=\"Footnote 3\"><sup class=\"footnote\">[3]<\/sup><\/a>. Inviting learners to help co-create and negotiate values generates a shared understanding of ritual. That integration paves the way for belonging, which helps to create meaning amongst members of the community (even if in just a small way). Regardless of <em>why<\/em> someone is <em>specifically<\/em> motivated within the course (they are personally excited about the subject matter, they are merely curious and filling out a timetable, or this is something that they absolutely need to satisfy a degree requirement, for example), cultivating and identifying shared values and guidelines means everyone will feel better and understand the space more clearly as a result.<\/p>\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\">\n<h2 class=\"textbox__title\">Key Takeaways<\/h2>\n<\/header>\n<div class=\"textbox__content\">\n<p>Through the identification and establishing of shared values, you will be able to achieve a meaningful and authentic learning experience.<\/p>\n<p>Co-creating the experience with your learners will help to ensure they feel comfortable about their participation, and excited to be a part of it.<\/p>\n<p>Transforming your course into a community will result in better communication amongst you and your learners.<\/p>\n<p>One way of finding solutions to challenging problems is by demystifying the subject \u2014 making things easier to talk about leads to more fruitful interactions.<\/p>\n<\/div>\n<\/div>\n<hr class=\"before-footnotes clear\" \/><div class=\"footnotes\"><ol><li id=\"footnote-444-1\">Vogl, C. H. (2016). <em>The art of community: Seven principles for belonging<\/em>. Berrett-Koehler Publishers. <a href=\"#return-footnote-444-1\" class=\"return-footnote\" aria-label=\"Return to footnote 1\">&crarr;<\/a><\/li><li id=\"footnote-444-2\">Ibid. <a href=\"#return-footnote-444-2\" class=\"return-footnote\" aria-label=\"Return to footnote 2\">&crarr;<\/a><\/li><li id=\"footnote-444-3\">Ryan, R. M., &amp; Deci, E. L. (2000). <a href=\"https:\/\/doi.org\/10.1037\/0003-066x.55.1.68\">Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being<\/a>. <em>American Psychologist, 55<\/em>(1), 68\u201378. https:\/\/doi.org\/10.1037\/0003-066x.55.1.68. <a href=\"#return-footnote-444-3\" class=\"return-footnote\" aria-label=\"Return to footnote 3\">&crarr;<\/a><\/li><\/ol><\/div>","protected":false},"author":2,"menu_order":1,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":"cc-by"},"chapter-type":[49],"contributor":[],"license":[53],"class_list":["post-444","chapter","type-chapter","status-publish","hentry","chapter-type-numberless","license-cc-by"],"part":440,"_links":{"self":[{"href":"https:\/\/pressbooks.publishdot.com\/sbvqualitycourses\/wp-json\/pressbooks\/v2\/chapters\/444","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.publishdot.com\/sbvqualitycourses\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.publishdot.com\/sbvqualitycourses\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.publishdot.com\/sbvqualitycourses\/wp-json\/wp\/v2\/users\/2"}],"version-history":[{"count":3,"href":"https:\/\/pressbooks.publishdot.com\/sbvqualitycourses\/wp-json\/pressbooks\/v2\/chapters\/444\/revisions"}],"predecessor-version":[{"id":467,"href":"https:\/\/pressbooks.publishdot.com\/sbvqualitycourses\/wp-json\/pressbooks\/v2\/chapters\/444\/revisions\/467"}],"part":[{"href":"https:\/\/pressbooks.publishdot.com\/sbvqualitycourses\/wp-json\/pressbooks\/v2\/parts\/440"}],"metadata":[{"href":"https:\/\/pressbooks.publishdot.com\/sbvqualitycourses\/wp-json\/pressbooks\/v2\/chapters\/444\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.publishdot.com\/sbvqualitycourses\/wp-json\/wp\/v2\/media?parent=444"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.publishdot.com\/sbvqualitycourses\/wp-json\/pressbooks\/v2\/chapter-type?post=444"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.publishdot.com\/sbvqualitycourses\/wp-json\/wp\/v2\/contributor?post=444"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.publishdot.com\/sbvqualitycourses\/wp-json\/wp\/v2\/license?post=444"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}