{"id":19123,"date":"2022-11-23T02:26:32","date_gmt":"2022-11-23T07:26:32","guid":{"rendered":"https:\/\/pacificopencourses.col.org\/ls4odfl\/?page_id=19123"},"modified":"2022-11-23T02:26:32","modified_gmt":"2022-11-23T07:26:32","slug":"course-design-and-development","status":"publish","type":"page","link":"https:\/\/pacificopencourses.col.org\/ls4odfl\/learning-pathways\/teacher-as-a-learning-designer\/course-design-and-development\/","title":{"rendered":"Course Design and Development"},"content":{"rendered":"<div id=\"content\" class=\"mw-body container\" role=\"main\">\n<div class=\"row\">\n<div class=\"col-md-12\">\n<div class=\"panel\">\n<div class=\"panel-body\">\n<div id=\"bodyContent\">\n<div id=\"mw-content-text\" lang=\"en\" dir=\"ltr\" class=\"mw-content-ltr\">\n<p>New modes of course delivery and emerging technologies have put pressure on both higher education institutions and instructors to design courses that are optimised for new forms of instructional communication and interaction. More courses are being delivered online or in hybrid form, and today\u2019s students expect to be engaged in instruction using the same channels of communication as they use in their daily lives.<br \/>\nThis calls for a more structured approach to course design, development, delivery, engagement, and assessment.<br \/>\nAnd this is where today\u2019s instructional designers add value to the challenges of today\u2019s higher education experience, by designing and developing online courses.<br \/>\nWhat is online course design and development and what does it involve? It includes\n<\/p>\n<ul>\n<li> Purposeful planning\n<\/li>\n<li> Organising, sequencing, and pacing course content\n<\/li>\n<li> Thinking in terms of the student learning experience and desired learning outcomes\n<\/li>\n<li> Realising that there is more than one way to fulfill learning outcomes\n<\/li>\n<li> A basis in a particular teaching and learning model\n<\/li>\n<\/ul>\n<p><i>Watch this video on Instructional Design to learn more.<\/i>[Watchtime: 4.59 mins]\n<\/p>\n<div align=\"center\">\n\n<div data-mode=\"normal\" data-oembed=\"1\" data-provider=\"youtube\" id=\"arve-youtube-dwqc3s64liu\" class=\"arve\">\n\t<div class=\"arve-inner\">\n\t\t<div style=\"aspect-ratio:500\/281\" class=\"arve-embed arve-embed--has-aspect-ratio\">\n\t\t\t<div class=\"arve-ar\" style=\"padding-top:56.200000%\"><\/div>\n\t\t\t<iframe allow=\"accelerometer &apos;none&apos;;autoplay &apos;none&apos;;bluetooth &apos;none&apos;;browsing-topics &apos;none&apos;;camera &apos;none&apos;;clipboard-read &apos;none&apos;;clipboard-write;display-capture &apos;none&apos;;encrypted-media &apos;none&apos;;gamepad &apos;none&apos;;geolocation &apos;none&apos;;gyroscope &apos;none&apos;;hid &apos;none&apos;;identity-credentials-get &apos;none&apos;;idle-detection &apos;none&apos;;keyboard-map &apos;none&apos;;local-fonts;magnetometer &apos;none&apos;;microphone &apos;none&apos;;midi &apos;none&apos;;otp-credentials &apos;none&apos;;payment &apos;none&apos;;picture-in-picture;publickey-credentials-create &apos;none&apos;;publickey-credentials-get &apos;none&apos;;screen-wake-lock &apos;none&apos;;serial &apos;none&apos;;summarizer &apos;none&apos;;sync-xhr;usb &apos;none&apos;;web-share;window-management &apos;none&apos;;xr-spatial-tracking &apos;none&apos;;\" allowfullscreen=\"\" class=\"arve-iframe fitvidsignore\" credentialless data-arve=\"arve-youtube-dwqc3s64liu\" data-lenis-prevent=\"\" data-src-no-ap=\"https:\/\/www.youtube-nocookie.com\/embed\/dWqc3s64LIU?feature=oembed&amp;iv_load_policy=3&amp;modestbranding=1&amp;rel=0&amp;autohide=1&amp;playsinline=0&amp;autoplay=0\" frameborder=\"0\" height=\"0\" loading=\"lazy\" name=\"\" referrerpolicy=\"strict-origin-when-cross-origin\" sandbox=\"allow-scripts allow-same-origin allow-presentation allow-popups allow-popups-to-escape-sandbox\" scrolling=\"no\" src=\"https:\/\/www.youtube-nocookie.com\/embed\/dWqc3s64LIU?feature=oembed&#038;iv_load_policy=3&#038;modestbranding=1&#038;rel=0&#038;autohide=1&#038;playsinline=0&#038;autoplay=0\" title=\"\" width=\"0\"><\/iframe>\n\t\t\t\n\t\t<\/div>\n\t\t\n\t<\/div>\n\t\n\t\n\t<script type=\"application\/ld+json\">{\"@context\":\"http:\\\/\\\/schema.org\\\/\",\"@id\":\"https:\\\/\\\/pacificopencourses.col.org\\\/ls4odfl\\\/learning-pathways\\\/teacher-as-a-learning-designer\\\/course-design-and-development\\\/#arve-youtube-dwqc3s64liu\",\"type\":\"VideoObject\",\"embedURL\":\"https:\\\/\\\/www.youtube-nocookie.com\\\/embed\\\/dWqc3s64LIU?feature=oembed&iv_load_policy=3&modestbranding=1&rel=0&autohide=1&playsinline=0&autoplay=0\"}<\/script>\n\t\n<div class=\"arve-error\"><p><small><abbr title=\"Advanced Responsive Video Embedder\">ARVE<\/abbr> error: maxwidth: <code>425px<\/code> is not valid<\/small><\/p><\/div>\n<\/div><\/p>\n<p><i>by Commonwealth of Learning<\/i>\n<\/p>\n<\/div>\n<div style=\"border-left: 10px solid #463688;background: #f2f7fa;color: #000000;padding: 10px 20px 1px 20px;margin: 15px 0\">\n<p>It is essential to distinguish between process and model before we proceed to look at different models of Instructional Design.\n<\/p>\n<\/div>\n<div style=\"background-color: #f4f4f4;border-radius: 5px;margin-top: 20px\">\n<h2 style=\"background-color: #ccc;color: black;padding: 10px;margin-bottom: 10px;border-top-right-radius: 5px;border-top-left-radius: 5px\"><span class=\"mw-headline\" id=\"Process_vs._Models\">Process vs. Models<\/span><\/h2>\n<div style=\"padding: 10px\">\n<p>Instructional design is a process that helps in the design, creation, and delivery of instructional resources, experiences and courses. For instructional design purposes, a process is defined as a series of steps necessary to reach an end result. Similarly, a model is defined as a specific instance of a process that can be imitated or emulated. In other words, a model seeks to personalise the generic into distinct functions for a specific context. The progression of analysing, designing, developing, implementing, and evaluating (ADDIE) forms the basic underlying process (illustrated in Figure 1). Thus, when discussing the instructional design process, we often refer to ADDIE as the overarching paradigm or framework by which we can explain individual models. The prescribed steps of a model can be mapped or aligned back to the phases of the ADDIE process.\n<\/p>\n<div align=\"center\">\n<p><a href=\"https:\/\/wikieducator.org\/File:Fig_1_The_ADDIE_Process.png\" class=\"image\" title=\"The ADDIE Process\"><img loading=\"lazy\" decoding=\"async\" alt=\"The ADDIE Process\" src=\"\/\/wikieducator.org\/images\/thumb\/1\/11\/Fig_1_The_ADDIE_Process.png\/200px-Fig_1_The_ADDIE_Process.png\" width=\"200\" height=\"200\" class=\"img-responsive\"><\/a>\n<\/p>\n<div><i>Figure 1. The ADDIE Process<\/i><\/div>\n<\/div>\n<ul>\n<li> <b>Analyse<\/b> \u2013 identify the probable causes for a performance gap,\n<\/li>\n<li> <b>Design<\/b> \u2013verify the desired performances and appropriate testing methods,\n<\/li>\n<li> <b>Develop<\/b> \u2013 generate and validate the learning resources,\n<\/li>\n<li> <b>Implement<\/b> \u2013 prepare the learning environment and engage the students,\n<\/li>\n<li> <b>Evaluate<\/b> \u2013 assess the quality of the instructional products and processes, both before and after implementation.\n<\/li>\n<\/ul>\n<p><br style=\"clear:both\">\n<\/p>\n<h3><span class=\"mw-headline\" id=\"Models\">Models<\/span><\/h3>\n<p>Instructional design models provide guidelines or frameworks that help to organise structures of procedures in designing and developing instructional activities. From a designer\u2019s perspective, various models can be used in the instructional design process only to the extent that is manageable for the particular subject and context. Most of the current instructional design models are variations of the ADDIE process. To read more on the various instructional design models, click <a rel=\"nofollow\" class=\"external text\" href=\"https:\/\/www.instructionaldesign.org\/models\/\">here<\/a>.\n<\/p>\n<\/div>\n<\/div>\n<div style=\"background-color: #f4f4f4;border-radius: 5px;margin-top: 20px\">\n<h2 style=\"background-color: #ccc;color: black;padding: 10px;margin-bottom: 10px;border-top-right-radius: 5px;border-top-left-radius: 5px\"><span class=\"mw-headline\" id=\"Key_Lenses_for_effective_Instructional_Design\">Key Lenses for effective Instructional Design<\/span><\/h2>\n<div style=\"padding: 10px\">\n<p>There are three key lenses for great instructional design that also guide learning-design thinking and decision-making:\n<\/p>\n<ul>\n<li> <b>Learner-centered<\/b>: Focused on effective, pleasurable, and meaningful experiences for the learner;\n<\/li>\n<li> <b>Feasible<\/b>: Can be accomplished;\n<\/li>\n<li> <b>Sustainable<\/b>: Easy to maintain, support, and grow over time.\n<\/li>\n<\/ul>\n<div align=\"center\">\n<p><a href=\"https:\/\/wikieducator.org\/File:Figure_1._Three_lenses_of_learning_innovation_for_instructional_design.png\" class=\"image\" title=\"Figure 1. Three lenses of learning innovation for instructional design, modified from The Three Lenses of Innovation (Kelley &amp; Kelley, 2013).\"><img loading=\"lazy\" decoding=\"async\" alt=\"Figure 1. Three lenses of learning innovation for instructional design, modified from The Three Lenses of Innovation (Kelley &amp; Kelley, 2013).\" src=\"\/\/wikieducator.org\/images\/4\/48\/Figure_1._Three_lenses_of_learning_innovation_for_instructional_design.png\" width=\"280\" height=\"245\" class=\"img-responsive\"><\/a>\n<\/p>\n<div><i>Figure 2. Three lenses of learning innovation for instructional design, modified from The Three Lenses of Innovation (Kelley &amp; Kelley, 2013).<\/i><\/div>\n<\/div>\n<h3><span class=\"mw-headline\" id=\"Learner-Centered\">Learner-Centered<\/span><\/h3>\n<p>To be learner-centered is to design while focusing on fulfilling the learner\u2019s needs and desired outcomes. In Seductive Interaction Design (2011), Stephen Anderson describes the \u201cLearner Hierarchy of Needs\u201d (see Figure 3). As in Maslow\u2019s hierarchy of needs (1943, 1954), the base of the pyramid is essential and must be present to successfully support the next level. Once an individual fulfills one level, they look to the next level of fulfillment. For example, in the Learner Hierarchy of Needs, learners need to log in (functional), but they also need the site to have excellent uptime (reliable). When designing for learning, many may stop at \u201cconvenient\u201d\u2014meaning that students can log in reliably, they can use the course without difficulty, they can find what they need, and they know where to submit assignments. Students can even use the course across multiple devices and access it anytime, anywhere: it is convenient for their lifestyle. Indeed, these are all important and fundamental aspects of excellent, learner-centered experiences.\n<\/p>\n<p>But the pleasurable, meaningful experiences represented by the top two levels of the hierarchy are where real transformation in identity and outcome occur. The exceptional instructional design never stops at convenience; it continuously strives toward pleasurable, meaningful learning.\n<\/p>\n<p>To achieve exceptionality in design, designers must push for all levels of the learner hierarchy of needs to be met, stretching toward designing for those top tiers of the pyramid when creating assessments and activities and tailoring the structure for effectiveness. It is in striving for effectiveness (the ability to achieve learning outcomes) that designers draw upon theory and understanding of human learning, motivation, and key principles of instructional design.\n<\/p>\n<p>For learning design to be effective, there must be solid instruction, activities, and opportunities for specific feedback, valid assessments, and clear objectives and outcomes, with strong alignment among them all. To be meaningful, the learning design should be relevant, authentic, and connected to students\u2019 lives (which requires designers to know who learners are). To be pleasurable, the experience should lead learners to experience moments of pride, joy, or connectedness (to name a few positive results). All of these aspects of effectiveness require empathy with regard to learners, where they are, and where we want them to be. Most instructional design work resides in the \u201clearner-centered\u201d lens, but it should not stop there. To be exceptional, the second and third lenses must also be employed in practice.\n<\/p>\n<div align=\"center\">\n<p><a href=\"https:\/\/wikieducator.org\/File:Learner-heiarchy-of-needs.png\" class=\"image\" title=\"Figure 3. Modified learner hierarchy of needs (based on Anderson, 2011, p. 12).\"><img loading=\"lazy\" decoding=\"async\" alt=\"Figure 3. Modified learner hierarchy of needs (based on Anderson, 2011, p. 12).\" src=\"\/\/wikieducator.org\/images\/thumb\/5\/50\/Learner-heiarchy-of-needs.png\/500px-Learner-heiarchy-of-needs.png\" width=\"500\" height=\"329\" class=\"img-responsive\"><\/a>\n<\/p>\n<div><i>Figure 3. Modified learner hierarchy of needs (based on Anderson, 2011, p. 12).<\/i><\/div>\n<\/div>\n<h3><span class=\"mw-headline\" id=\"Feasible\">Feasible<\/span><\/h3>\n<p>What designers conceptualise should be possible. This second lens of feasibility also means that when innovating, new ideas should not be discarded simply because they have yet to be tried. If the innovation is learner-centered and grounded in how people learn, and if the idea is feasible to accomplish given the context, it can be implemented and tested through a design thinking process.\n<\/p>\n<h3><span class=\"mw-headline\" id=\"Sustainable\">Sustainable<\/span><\/h3>\n<p>Just because you can, doesn\u2019t mean you should. In other words, just because something is feasible, that doesn\u2019t mean it is sustainable. Ideas can be learner-centered and feasible, but if an idea or design is not sustainable over time, it likely is not the best choice for learners or those responsible for facilitating it. Determining sustainability requires a deep understanding of and sensitivity toward context. For example, in one instance a group of instructional technologists may not have the capacity to edit and maintain certain types of interactives, whereas other groups may have the expertise, funding, and capacity. Each situation requires consideration of context when making design decisions, as decisions made now have both positive and negative ramifications over time.\n<\/p>\n<\/div>\n<\/div>\n<div style=\"border-left: 10px solid #463688;background: #f2f7fa;color: #000000;padding: 10px 20px 1px 20px;margin: 15px 0\">\n<p>Now we can start with designing and developing courses in a more structured way, to ensure that they are optimised for new forms of instructional communication, interaction, and engagement.\n<\/p>\n<\/div>\n<div style=\"background-color: #f4f4f4;border-radius: 5px;margin-top: 20px\">\n<h2 style=\"background-color: #ccc;color: black;padding: 10px;margin-bottom: 10px;border-top-right-radius: 5px;border-top-left-radius: 5px\"><span class=\"mw-headline\" id=\"Design_and_Teach_Your_Course\">Design and Teach Your Course<\/span><\/h2>\n<div style=\"padding: 10px\">\n<p>Effective online instruction depends on learning experiences that are appropriately designed and facilitated by knowledgeable educators. Because learners have different learning styles or a combination of styles, online educators should design activities that include multiple modes of learning. Teaching models should also be adapted to the new learning environments. Many of the decisions affecting the success of a course takes place well before the first day of class. Careful planning at the course design stage not only makes teaching easier and more enjoyable but also facilitates student learning. Once your course is planned, teaching involves implementing your course design on a day-to-day level.\n<\/p>\n<h3><span class=\"mw-headline\" id=\"Design_Your_Course\">Design Your Course<\/span><\/h3>\n<p>Click on the link for each point to read further.<br \/>\nTo design an effective course, you need to:\n<\/p>\n<ul>\n<li> Consider <a rel=\"nofollow\" class=\"external text\" href=\"https:\/\/www.cmu.edu\/teaching\/designteach\/design\/logistics.html\">timing and logistics<\/a>\n<\/li>\n<li> Recognise <a rel=\"nofollow\" class=\"external text\" href=\"https:\/\/www.cmu.edu\/teaching\/designteach\/design\/yourstudents.html\">who your students are<\/a>\n<\/li>\n<li> Identify the <a rel=\"nofollow\" class=\"external text\" href=\"https:\/\/www.cmu.edu\/teaching\/designteach\/design\/constraints.html\">situational constraints<\/a>\n<\/li>\n<li> Articulate your <a rel=\"nofollow\" class=\"external text\" href=\"https:\/\/www.cmu.edu\/teaching\/designteach\/design\/learningobjectives.html\">learning objectives<\/a>\n<\/li>\n<li> Identify <a rel=\"nofollow\" class=\"external text\" href=\"https:\/\/www.cmu.edu\/teaching\/designteach\/design\/assessments.html\">potential assessments<\/a>\n<\/li>\n<li> Identify appropriate <a rel=\"nofollow\" class=\"external text\" href=\"https:\/\/www.cmu.edu\/teaching\/designteach\/design\/instructionalstrategies\/index.html\">instructional strategies<\/a>\n<\/li>\n<li> Plan your <a rel=\"nofollow\" class=\"external text\" href=\"https:\/\/www.cmu.edu\/teaching\/designteach\/design\/contentschedule.html\">course content and schedule<\/a>\n<\/li>\n<\/ul>\n<h3><span class=\"mw-headline\" id=\"Write_a_Syllabus\">Write a Syllabus<\/span><\/h3>\n<p>View syllabus-specific information on how to:\n<\/p>\n<ul>\n<li> Write a syllabus for a <a rel=\"nofollow\" class=\"external text\" href=\"https:\/\/www.cmu.edu\/teaching\/designteach\/syllabus\/newcourse\/index.html\">new course<\/a>\n<\/li>\n<li> <a rel=\"nofollow\" class=\"external text\" href=\"https:\/\/www.cmu.edu\/teaching\/designteach\/syllabus\/existingcourse\/index.html\">Revise a syllabus<\/a>\n<\/li>\n<li> <a rel=\"nofollow\" class=\"external text\" href=\"https:\/\/www.cmu.edu\/teaching\/designteach\/syllabus\/checklist\/index.html\">Check your syllabus<\/a> against Faculty Senate recommendations\n<\/li>\n<li> View <a rel=\"nofollow\" class=\"external text\" href=\"https:\/\/www.cmu.edu\/teaching\/designteach\/syllabus\/samples\/index.html\">samples of syllabi<\/a>\n<\/li>\n<\/ul>\n<h3><span class=\"mw-headline\" id=\"Teach_Your_Course\">Teach Your Course<\/span><\/h3>\n<p>Here you can find information on how to:\n<\/p>\n<ul>\n<li> Make the most of the <a rel=\"nofollow\" class=\"external text\" href=\"https:\/\/www.cmu.edu\/teaching\/designteach\/teach\/firstday.html\">first day of class<\/a>\n<\/li>\n<li> Implement effective <a rel=\"nofollow\" class=\"external text\" href=\"https:\/\/www.cmu.edu\/teaching\/designteach\/teach\/instructionalstrategies\/index.html\">instructional strategies<\/a> (lectures, discussions, labs, studios, case studies)\n<\/li>\n<li> Anticipate and respond to <a rel=\"nofollow\" class=\"external text\" href=\"https:\/\/www.cmu.edu\/teaching\/designteach\/teach\/teaching-across-cultures.html\">cultural differences in the classroom<\/a>\n<\/li>\n<li> Create a productive and <a rel=\"nofollow\" class=\"external text\" href=\"https:\/\/www.cmu.edu\/teaching\/designteach\/teach\/classroomclimate\/index.html\">inclusive learning environment<\/a>\n<\/li>\n<li> <a rel=\"nofollow\" class=\"external text\" href=\"https:\/\/www.cmu.edu\/teaching\/designteach\/teach\/managecourse.html\">Manage your course<\/a> (online and off-line)\n<\/li>\n<li> <a rel=\"nofollow\" class=\"external text\" href=\"https:\/\/www.cmu.edu\/teaching\/designteach\/teach\/assesslearningteaching.html\">Assess your teaching effectiveness &amp; student learning<\/a>\n<\/li>\n<li> Address <a rel=\"nofollow\" class=\"external text\" href=\"https:\/\/www.cmu.edu\/teaching\/designteach\/teach\/problemstudent.html\">problematic student behavior<\/a>\n<\/li>\n<li> Direct <a rel=\"nofollow\" class=\"external text\" href=\"https:\/\/www.cmu.edu\/teaching\/designteach\/teach\/studentservices.html\">students to support services<\/a>\n<\/li>\n<\/ul>\n<p>The quality aspect of designing your course will be further discussed in <a href=\"\/ls4odfl\/learning-pathways\/quality-assurance-for-learner-support\/overview\" title=\"LS4ODFL\/Quality Assurance for Learner Support\/Overview\">Module 4<\/a>.\n<\/p>\n<\/div>\n<\/div>\n<div style=\"border-left: 10px solid #463688;background: #f2f7fa;color: #000000;padding: 10px 20px 1px 20px;margin: 15px 0\">\n<p>As teachers, we are learning designers and we must reflect on the current practices of teaching and learning to evaluate the effectiveness of the strategies used and engage in designing effective learning activities and experiences that encourage our students to use their knowledge in meaningful ways. In addition to effective design, we need to provide online learner support for student success in ODFL.\n<\/p>\n<\/div>\n<p><!-- \nNewPP limit report\nCPU time usage: 0.068 seconds\nReal time usage: 0.076 seconds\nPreprocessor visited node count: 99\/1000000\nPreprocessor generated node count: 380\/1000000\nPost\u2010expand include size: 156\/2097152 bytes\nTemplate argument size: 11\/2097152 bytes\nHighest expansion depth: 4\/40\nExpensive parser function count: 0\/100\n--><\/p>\n<p><!-- Saved in parser cache with key we_en-mw_:pcache:idhash:190154-0!*!0!!en!2!* and timestamp 20221123072631 and revision id 1099430\n -->\n<\/div>\n<div class=\"visualClear\"><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/div>\n<\/div>\n<\/div>\n<div class=\"row\">\n<div class=\"col-md-12\">\n<ul class=\"pager\">\n<li class=\"previous\">\n            <a href=\"\/ls4odfl\/learning-pathways\/teacher-as-a-learning-designer\/learning-outcomes-objectives-and-course-revision\">\u2190 Previous<\/a>\n          <\/li>\n<li class=\"next\">\n            <a href=\"\/ls4odfl\/learning-pathways\/teacher-as-a-learning-designer\/self-assessment-quiz\">Next \u2192<\/a>\n          <\/li>\n<\/ul><\/div>\n<\/p><\/div>\n<div id=\"wenote-ids\"><script type='text\/javascript' id='wenotes-ids'>\n    var WEnotesSite = \"https:\/\/wikieducator.org\";\n    var WEnotesPath = \"\/LS4ODFL\/Teacher_as_a_Learning_Designer\/Course_Design_and_Development\";\n    var WEnotesSiteID = \"0e3d258fbd36841f92259eefcd41d5e9\";\n    var WEnotesPathID = \"ec87da5d4867954ce72c8d6d014a1250\";\n    var WEnotesIDs = { site: \"https:\/\/wikieducator.org\", path: \"\/LS4ODFL\/Teacher_as_a_Learning_Designer\/Course_Design_and_Development\", site_id: \"0e3d258fbd36841f92259eefcd41d5e9\", path_id: \"ec87da5d4867954ce72c8d6d014a1250\" };\n<\/script><\/div>\n<\/div>\n<footer><\/footer>\n","protected":false},"excerpt":{"rendered":"<p>New modes of course delivery and emerging technologies have put pressure on both higher education institutions and instructors to design courses that are optimised for new forms of instructional communication and interaction. More courses are being delivered online or in hybrid form, and today\u2019s students expect to be engaged in instruction using the same channels [&hellip;]<\/p>\n","protected":false},"author":21,"featured_media":0,"parent":19113,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-19123","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/pacificopencourses.col.org\/ls4odfl\/wp-json\/wp\/v2\/pages\/19123","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pacificopencourses.col.org\/ls4odfl\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/pacificopencourses.col.org\/ls4odfl\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/pacificopencourses.col.org\/ls4odfl\/wp-json\/wp\/v2\/users\/21"}],"replies":[{"embeddable":true,"href":"https:\/\/pacificopencourses.col.org\/ls4odfl\/wp-json\/wp\/v2\/comments?post=19123"}],"version-history":[{"count":1,"href":"https:\/\/pacificopencourses.col.org\/ls4odfl\/wp-json\/wp\/v2\/pages\/19123\/revisions"}],"predecessor-version":[{"id":19124,"href":"https:\/\/pacificopencourses.col.org\/ls4odfl\/wp-json\/wp\/v2\/pages\/19123\/revisions\/19124"}],"up":[{"embeddable":true,"href":"https:\/\/pacificopencourses.col.org\/ls4odfl\/wp-json\/wp\/v2\/pages\/19113"}],"wp:attachment":[{"href":"https:\/\/pacificopencourses.col.org\/ls4odfl\/wp-json\/wp\/v2\/media?parent=19123"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}