{"id":3707,"date":"2018-06-08T09:57:07","date_gmt":"2018-06-08T13:27:07","guid":{"rendered":"http:\/\/blog.citl.mun.ca\/instructionalresourcesdev-v4\/?page_id=3707"},"modified":"2025-11-14T14:13:44","modified_gmt":"2025-11-14T17:43:44","slug":"learning-outcomes-construction","status":"publish","type":"post","link":"https:\/\/blog.citl.mun.ca\/instructionalresources\/learning-outcomes-construction\/","title":{"rendered":"Learning Outcomes: Construction"},"content":{"rendered":"<h2 class=\"wp-block-heading\">How do I write learning outcomes?<\/h2>\n<p><strong>Learning<\/strong> can be defined as lasting change caused by experience. Learning cannot be observed directly but it can be inferred from behaviour.<\/p>\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\">\n<p>\u201cFor learning to occur, there has to be some kind of <strong>change in the learner<\/strong>. No change, no learning. And significant learning requires that there be some kind of <strong>lasting change<\/strong> that is important in terms of the learner\u2019s life.\u201d<\/p>\n<p><cite><em>(Fink, 2013, p. 34)<\/em><\/cite><\/p><\/blockquote>\n<p>Learning outcomes (what students will demonstrate having learned) and instructional objectives (instructor intention of teaching) communicate what the student needs to do in order to demonstrate that they met the learning expectations. While instructional objectives are instructor-oriented, learning outcomes are student-oriented. Many people interchange the two, but they are different&#8230;two sides of the same coin, if you will.<\/p>\n<p>This resource outlines how to write learning outcomes and introduce you to domains of learning and taxonomies to help you write your learning outcomes.<\/p>\n<p><section class='notebox'><aside><\/p>\n<h3 class=\"wp-block-heading\">Note<\/h3>\n<p>The process and considerations for writing learning outcomes are the same as those for writing objectives; except, of course, for the audience. Here, we focus on student learning outcomes.<\/p>\n<p><\/aside><\/section><\/p>\n<h2 class=\"wp-block-heading\">Sources that can Inform Learning Goals, Outcomes, and Objectives<\/h2>\n<p>Instructors and course authors may face various situations when creating or revising a course, such as:<\/p>\n<ol class=\"wp-block-list\">\n<li>developing a new course or redeveloping a course from scratch;<\/li>\n<li>teaching a course that another course author created or one that relies heavily on a textbook; or<\/li>\n<li>developing or teaching a course that is part of a larger program.<\/li>\n<\/ol>\n<p>The course author can draw on the following resources to determine the key topics, concepts, events, skills and experiences that they want as part of a new course, as discussed by Carriveau (2016):<\/p>\n<ul class=\"wp-block-list\">\n<li>personal expertise in the discipline;<\/li>\n<li>expertise from colleagues and practitioners in the discipline, including publications;<\/li>\n<li>existing outcomes, objectives or goals related to the course theme;<\/li>\n<li>student and teacher textbooks;<\/li>\n<li>department and institutional goals;<\/li>\n<li>professional accreditation standards; and<\/li>\n<li>course descriptions and topics.<\/li>\n<\/ul>\n<p>After the key topics, concepts, events, skills and experiences are determined, the following questions will help in writing the learning outcomes and objectives:<\/p>\n<ul class=\"wp-block-list\">\n<li>What are the most important&nbsp;knowledge, skills, or attitudes (KSA) for this group of learners?<\/li>\n<li>What level of learning is needed for this group of learners? What level of cognitive skill is appropriate?<\/li>\n<li>What criteria need to be included? (Criteria may include using specific materials, level of accuracy or proficiency required, etc.)<\/li>\n<li>How will instructors and students determine if the student met the required expectation?<\/li>\n<\/ul>\n<p>Before reviewing how to structure learning outcomes and objectives, let&#8217;s take a look at taxonomies and domains.<\/p>\n<h2 class=\"wp-block-heading\">Taxonomies and Domains<\/h2>\n<p><strong>Taxonomies<\/strong>&nbsp;in teaching and learning are systems used to classify&nbsp;learning outcomes and objectives into levels of complexity and specificity. Taxonomies aid in verb selection.<\/p>\n<p>There are three major <strong>domains<\/strong>&nbsp;of learning: <em>cognitive<\/em>, <em>psychomotor<\/em>, and <em>affective<\/em>. It is not unusual for taxonomies focus on one domain. Below are definitions and illustrations of taxonomy wheels.<\/p>\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<figure class=\"wp-block-image alignnone\"><a href=\"http:\/\/blog.citl.mun.ca\/instructionalresourcesdev-v4\/files\/2021\/06\/cognitive-domain.jpeg\"><img loading=\"lazy\" decoding=\"async\" width=\"300\" height=\"208\" src=\"http:\/\/blog.citl.mun.ca\/instructionalresourcesdev-v4\/files\/2021\/06\/cognitive-domain-300x208.jpeg\" alt=\"this image more elaborately explains the cognitive domain model\" class=\"wp-image-10793\" srcset=\"https:\/\/blog.citl.mun.ca\/instructionalresources\/files\/2021\/06\/cognitive-domain-300x208.jpeg 300w, https:\/\/blog.citl.mun.ca\/instructionalresources\/files\/2021\/06\/cognitive-domain-768x532.jpeg 768w, https:\/\/blog.citl.mun.ca\/instructionalresources\/files\/2021\/06\/cognitive-domain.jpeg 800w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/a><figcaption class=\"wp-element-caption\">Cognitive Domain<\/figcaption><\/figure>\n<p>(<a href=\"https:\/\/sijen.com\/research-interests\/taxonomies\/cognitive-domain\/\" target=\"_blank\" rel=\"noopener\">Read more about the cognitive domain<\/a>)<\/p>\n<\/div>\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<figure class=\"wp-block-image alignnone\"><a href=\"http:\/\/blog.citl.mun.ca\/instructionalresourcesdev-v4\/files\/2021\/06\/psychomotor-domain.jpeg\"><img loading=\"lazy\" decoding=\"async\" width=\"300\" height=\"208\" src=\"http:\/\/blog.citl.mun.ca\/instructionalresourcesdev-v4\/files\/2021\/06\/psychomotor-domain-300x208.jpeg\" alt=\"this image more elaborately explains the psychomotor domain model\" class=\"wp-image-10797\" srcset=\"https:\/\/blog.citl.mun.ca\/instructionalresources\/files\/2021\/06\/psychomotor-domain-300x208.jpeg 300w, https:\/\/blog.citl.mun.ca\/instructionalresources\/files\/2021\/06\/psychomotor-domain.jpeg 768w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/a><figcaption class=\"wp-element-caption\">Psychomotor Domain<\/figcaption><\/figure>\n<p>(<a href=\"https:\/\/sijen.com\/research-interests\/taxonomies\/psychomotor-domain\/\" target=\"_blank\" rel=\"noreferrer noopener\">Read more about the psychomotor domain<\/a>)<\/p>\n<\/div>\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<figure class=\"wp-block-image alignnone\"><a href=\"http:\/\/blog.citl.mun.ca\/instructionalresourcesdev-v4\/files\/2021\/06\/affective-domain.jpeg\"><img loading=\"lazy\" decoding=\"async\" width=\"300\" height=\"208\" src=\"http:\/\/blog.citl.mun.ca\/instructionalresourcesdev-v4\/files\/2021\/06\/affective-domain-300x208.jpeg\" alt=\"this image more elaborately explains the affective domain model\" class=\"wp-image-10799\" srcset=\"https:\/\/blog.citl.mun.ca\/instructionalresources\/files\/2021\/06\/affective-domain-300x208.jpeg 300w, https:\/\/blog.citl.mun.ca\/instructionalresources\/files\/2021\/06\/affective-domain-768x532.jpeg 768w, https:\/\/blog.citl.mun.ca\/instructionalresources\/files\/2021\/06\/affective-domain.jpeg 800w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/a><figcaption class=\"wp-element-caption\">Affective Domain<\/figcaption><\/figure>\n<p><a rel=\"noreferrer noopener\" href=\"http:\/\/blog.citl.mun.ca\/instructionalresourcesdev-v4\/files\/2021\/06\/affective-domain.jpeg\" target=\"_blank\"><br><\/a>(<a rel=\"noopener\" href=\"https:\/\/sijen.com\/research-interests\/taxonomies\/affective-domain\/\" target=\"_blank\">Read more about the affective domain<\/a>)<\/p>\n<\/div>\n<\/div>\n<p>Often, when we hear the term \u2018taxonomy\u2019 we think of Bloom\u2019s taxonomy, which focuses on the cognitive domain. Below is Anderson and Krathwohl\u2019s 2001 version of the Cognitive Domain taxonomy,&nbsp;<em>A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom\u2019s<\/em> Taxonomy, which is a rework of Bloom\u2019s original.<\/p>\n<figure class=\"wp-block-table\">\n<table>\n<thead>\n<tr>\n<th>Cognitive Process<\/th>\n<th>Level of Complexity<\/th>\n<th>Typical Use<\/th>\n<th>Sample Verbs<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Remembering<\/td>\n<td>Lowest<\/td>\n<td>Recall facts<\/td>\n<td>define, describe, duplicate, find, identify, list, locate, memorize, name, recall, recognize, repeat, reproduce, retrieve, state.<\/td>\n<\/tr>\n<tr>\n<td>Understanding<\/td>\n<td>Low<\/td>\n<td>Explain concepts<\/td>\n<td>classify, describe, discuss, explain, estimate, identify, locate, paraphrase, predict, recognize, report, select, summarize, translate .<\/td>\n<\/tr>\n<tr>\n<td>Applying<\/td>\n<td>Low &#8211; Medium<\/td>\n<td>Use information in a new way<\/td>\n<td>apply, carry out, choose, demonstrate, dramatize, employ, execute, illustrate, implement, interpret, operate, schedule, show, sketch, solve, use, write.<\/td>\n<\/tr>\n<tr>\n<td>Analyzing<\/td>\n<td>Medium &#8211; High<\/td>\n<td>Differentiate between components<\/td>\n<td>attribute, compare, contrast, criticize, deconstruct, differentiate, discriminate, distinguish, examine, experiment, find, integrate, organize, outline, question, test.<\/td>\n<\/tr>\n<tr>\n<td>Evaluating<\/td>\n<td>High<\/td>\n<td>Produce judgement<\/td>\n<td>appraise, argue, check, conclude, critique, defend, detect, evaluate, explain, experiment, hypothesize, judge, monitor, select, support, test, value.<\/td>\n<\/tr>\n<tr>\n<td>Creating<\/td>\n<td>Highest<\/td>\n<td>Assemble elements into novel product<\/td>\n<td>assemble, construct, create, design, develop, devise, formulate, invent, plan, produce, make, write.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/figure>\n<h3 class=\"wp-block-heading\">Problematic Words<\/h3>\n<p>Why can\u2019t we use words like \u201cunderstand\u201d when writing learning outcomes? The verb \u201cunderstand\u201d is vague and does not provide an observable and measurable standard of performance. Verbs such as classify, discuss, and summarize are more specific and indicate the means of measuring learning. They also provide information to students on how to approach and check their learning.<\/p>\n<p>Other problematic words include: Appreciate, Believe, Capacity, Cover, Comprehend, Conceptualize, Depth, Enjoy, Experience, Explore, Familiarize, Feel, Hear, Intelligence, Know, Learn, Listen, Memorize, Perceive, Realize, Recognize, See, Self-Actualize, Study, Think, and Understand. <\/p>\n<p>Additionally, there are several phrases that ought to be avoided: Acquainted with, Adjusted to, Anxiety, Appreciation for, Attitude of, Awareness of, Be aware (of), Capable of, Capacity to, Cognizant of, Comprehension of, Conscious of, Enjoyment of, Evidence a, Delve into, Familiar with, Feeling for, Gain an understanding (of), Gain knowledge (of), Grasp significance (of), Have faith (in), Immaturity, Insecurity, Interest in, Interested in, Knowledge of, Knowledgeable about, Self-confident in, To become, To reduce, and Understanding of.<\/p>\n<h3 class=\"wp-block-heading\">Other taxonomies<\/h3>\n<p>Take the time to&nbsp;investigate a few other taxonomies to find one which will work best for your needs, course or discipline.<\/p>\n<p><section class='notebox'><aside><\/p>\n<h3 class=\"wp-block-heading\">Note<\/h3>\n<p>Choose&nbsp;<em>one<\/em>&nbsp;taxonomy for the entire course for a given domain. You may need a taxonomy for each of the three domains; cognitive, psychomotor, or affective. Some taxonomies cover more than one domain.<\/p>\n<p><\/aside><\/section><\/p>\n<ol class=\"wp-block-list\">\n<li>Krathwohl, Bloom &amp; Masia (1956, 1999) Affective domain<\/li>\n<li>Harrow (1972) Psychomotor domain<\/li>\n<li>Simpson (1972) Pscyhomotor domain<\/li>\n<li>Dave (1975) Psychomotor domain<\/li>\n<li>Nunnally (1967) Affective domain<\/li>\n<li>Reigleuth (1999) Affective &amp; Cognitive domains<\/li>\n<li>Gagne (1972) Cognitive, Affective &amp; Psychomotor domains<\/li>\n<\/ol>\n<h2 class=\"wp-block-heading\">Writing Learning Outcomes<\/h2>\n<p>Starting with a topic or task and how students will demonstrate having learned it, you can then follow a set of steps to write the learning outcomes.<\/p>\n<ol class=\"wp-block-list\">\n<li>Start with one <span title=\"knowledge, skill, or attitude\">KSA<\/span>.<\/li>\n<li>Determine the level of learning related to the KSA.<\/li>\n<li>Select a verb that matches the level of learning and&nbsp;communicates what you want students to do&nbsp;in order to demonstrate their learning.<\/li>\n<li>Add the criteria (if necessary).<\/li>\n<li>Put everything together to write the learning outcome(s).<\/li>\n<\/ol>\n<p><section class='notebox examplebox'><aside><\/p>\n<h3 class=\"wp-block-heading\">Example 1<\/h3>\n<ol class=\"wp-block-list\">\n<li>State the KSA:\n<ul class=\"wp-block-list\">\n<li>Conceptual models of advance practice nursing<\/li>\n<\/ul>\n<\/li>\n<li>Determine the cognitive process (in this case, we are using the cognitive domain)\n<ul class=\"wp-block-list\">\n<li><del>Remember<\/del>, Understand, <del>Apply<\/del>, Analyze, <del>Evaluate<\/del>, <del>Create<\/del><\/li>\n<\/ul>\n<\/li>\n<li>Select an appropriate verb:\n<ul class=\"wp-block-list\">\n<li>describe<\/li>\n<li>compare and contrast<\/li>\n<\/ul>\n<\/li>\n<li>Add the criterion\n<ul class=\"wp-block-list\">\n<li>100% accuracy is not required in the assessment of this outcome.<\/li>\n<\/ul>\n<\/li>\n<li>Put everything together to write the learning outcome or objective:<\/li>\n<\/ol>\n<p>After successful completion of this unit, you will be able to:<\/p>\n<ul class=\"wp-block-list\">\n<li>Describe the various conceptual models of advance practice nursing.<\/li>\n<li>Compare and contrast various conceptual models of advance practice nursing.<\/li>\n<\/ul>\n<p><\/aside><\/section><\/p>\n<p><section class='notebox examplebox'><aside><\/p>\n<h3 class=\"wp-block-heading\">Example 2<\/h3>\n<ol class=\"wp-block-list\">\n<li>State the KSA:\n<ul class=\"wp-block-list\">\n<li>Theoretical bases of various dramatic genres<\/li>\n<\/ul>\n<\/li>\n<li>Determine the level of learning (in this case, from the cognitive domain)\n<ul class=\"wp-block-list\">\n<li><del>Remember<\/del>, Understand, <del>Apply<\/del>, <del>Analyze<\/del>, <del>Evaluate<\/del>, <del>Create<\/del><\/li>\n<\/ul>\n<\/li>\n<li>Select an appropriate verb:\n<ul class=\"wp-block-list\">\n<li>explain<\/li>\n<\/ul>\n<\/li>\n<li>Add the criterion:\n<ul class=\"wp-block-list\">\n<li>using examples from plays of different eras<\/li>\n<\/ul>\n<\/li>\n<li>Put everything together to write the learning outcome or objective:<\/li>\n<\/ol>\n<p>At the end of this unit, you will be able to explain the theoretical bases of various dramatic genres using examples from plays of different eras.<\/p>\n<p><\/aside><\/section><\/p>\n<p><section class='notebox examplebox'><aside><\/p>\n<h3 class=\"wp-block-heading\">Example 3<\/h3>\n<p>In this example, five objectives are shown which relate to a broader learning outcome. Note the inclusion of multiple levels of ability in verb choice.<\/p>\n<figure class=\"wp-block-table\">\n<table class=\"has-white-background-color has-background\">\n<thead>\n<tr>\n<th>Unit Learning Outcome<\/th>\n<th>Topic Learning Outcomes<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td><strong>Produce <\/strong>a policy relating to recycling on campus (creating).<\/td>\n<td><strong>Define<\/strong>&nbsp;recycling (remembering).<\/td>\n<\/tr>\n<tr>\n<td><\/td>\n<td><strong>Identify<\/strong> the problem with recycling on campus (remembering).<\/td>\n<\/tr>\n<tr>\n<td><\/td>\n<td><strong>Summarize<\/strong> the community\u2019s concerns regarding recycling on campus (understanding).<\/td>\n<\/tr>\n<tr>\n<td><\/td>\n<td><strong>Develop<\/strong> steps, regulations, and procedures for effective recycling on campus (analyzing).<\/td>\n<\/tr>\n<tr>\n<td><\/td>\n<td><strong>Outline<\/strong>, in an organizational chart, the roles responsible for recycling on campus (applying).<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/figure>\n<p><\/aside><\/section><\/p>\n<p>For information on using learning goals, outcomes, and objectives for course design, see <a href=\"http:\/\/blog.citl.mun.ca\/instructionalresourcesdev-v4\/courses\/learning-outcomes-alignment\/\">Learning Outcomes &#8211; Alignment<\/a>.<\/p>\n<h2 class=\"wp-block-heading\">Resources<\/h2>\n<ul class=\"wp-block-list ref-list\">\n<li>Cariveau, R. S. (Ed.). (2016). Developing Student Learning Outcomes. In <em>Connecting the Dots<\/em>. 2nd edition. Sterling, VA: Stylus Publishing.<\/li>\n<li>Centre for Excellence in Learning and Teaching. (2011). A model of learning objectives. <em>Iowa State University<\/em>. Retrieved from\u00a0www.celt.iastate.edu\/teaching\/effective-teaching-practices\/revised-blooms-taxonomy\/<\/li>\n<li>Gronlund, N. E., &amp; Brookhart, S. M. (2009).<em>&nbsp;Writing Instructional Objectives (8<sup>th<\/sup>&nbsp;Edition).<\/em> Upper Saddle River: Pearson Education Inc.<\/li>\n<li>Krathwohl, D. R. (2002). A revision of Bloom\u2019s taxonomy, an overview. <em>Theory into Practice (41)<\/em> 4, 212-219.<\/li>\n<li>Krathwohl, D., &amp; Andreson, L. (2002). Taxonomies of educational objectives. Retrieved from&nbsp;<a href=\"http:\/\/www.encyclopedia.com\/doc\/1G2-3403200606.html\" target=\"_blank\" rel=\"noreferrer noopener\">www.encyclopedia.com\/doc\/1G2-3403200606.html<\/a><\/li>\n<li>Teaching Support Services, U Guelph. (2011). Learning objectives: a basic guide.&nbsp;<em>University of Guelph.&nbsp;<\/em>Retrieved from <a href=\"https:\/\/otl.uoguelph.ca\/system\/files\/Writing%2C%20Revising%20and%20Refining%20Course%20Learning%20Outcomes.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">www.otl.uoguelph.ca\/system\/files\/Writing, Revising and Refining Course Learning Outcomes.pdf<\/a><\/li>\n<li>Teaching and Learning Laboratory,&nbsp;Massachusetts Institute of Technology Retrieved from <a href=\"https:\/\/tll.mit.edu\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/tll.mit.edu\/<\/a><\/li>\n<li>Stellenbosch University. (2016). <em>Appendix A: Taxonomies of Learning Domains<\/em>.&nbsp;Retrieved from <a href=\"https:\/\/www.sun.ac.za\/english\/learning-teaching\/ctl\/Documents\/Summary%20of%20all%20domains.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">www.sun.ac.za\/english\/learning-teaching\/ctl\/Documents\/Summary of all domains.pdf<\/a><\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>How do I write learning outcomes and why are taxonomies useful?<\/p>\n","protected":false},"author":44,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"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":""},"categories":[365],"tags":[317,143],"collection":[],"class_list":["post-3707","post","type-post","status-publish","format-standard","hentry","category-learning-outcomes","tag-goals","tag-learning-outcomes"],"featured_image_src":null,"author_info":{"display_name":"dcarew","author_link":"https:\/\/blog.citl.mun.ca\/instructionalresources\/author\/dcarew\/"},"acf":[],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p7y0Lp-XN","_links":{"self":[{"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/posts\/3707","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/users\/44"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/comments?post=3707"}],"version-history":[{"count":64,"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/posts\/3707\/revisions"}],"predecessor-version":[{"id":22535,"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/posts\/3707\/revisions\/22535"}],"wp:attachment":[{"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/media?parent=3707"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/categories?post=3707"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/tags?post=3707"},{"taxonomy":"collection","embeddable":true,"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/collection?post=3707"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}