{"id":220,"date":"2019-06-02T13:49:51","date_gmt":"2019-06-02T20:49:51","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0119\/?p=220"},"modified":"2019-06-02T13:54:03","modified_gmt":"2019-06-02T20:54:03","slug":"unit-4-activity-1-teaching-of-21st-century-skills-in-20th-century-schools-impact-of-digital-learning","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0119\/unit-4-activity-1-teaching-of-21st-century-skills-in-20th-century-schools-impact-of-digital-learning\/","title":{"rendered":"(Unit 4, Activity 1) Teaching of 21st Century Skills in 20th Century Schools: Impact of Digital Learning"},"content":{"rendered":"<p><span style=\"font-weight: 400;font-family: 'times new roman', times, serif;font-size: 12pt\"><a href=\"https:\/\/malat-webspace.royalroads.ca\/rru0119\/wp-content\/uploads\/sites\/143\/2019\/06\/Teaching-of-21st-Century-Skills-in-20th-Century-Schools.pdf\">Teaching of 21st Century Skills in 20th Century Schools<\/a><\/span><\/p>\n<p><span style=\"font-weight: 400;font-family: 'times new roman', times, serif;font-size: 12pt\">By Dan McEvoy, Kymberleigh Richards &amp; Sherry Ruth<\/span><\/p>\n<p><span style=\"font-weight: 400;font-family: 'times new roman', times, serif;font-size: 12pt\">Overview<\/span><\/p>\n<p><span style=\"font-family: 'times new roman', times, serif;font-size: 12pt\"><span style=\"font-weight: 400\">With the advent of digital learning, educational policies and pedagogies of the past century have become obsolete. \u00a0Formal education has shifted from the 20th-century 3Rs (reading, writing and arithmetic) to today\u2019s 4Cs: creativity, critical thinking, communication and collaboration (Keane, Keane &amp; Blicblau, 2014). \u00a0In today\u2019s hyper-connected and digitized society, we need to empower students with these higher-order thinking skills to adapt to a rapid-changing world and an unknown future. There has been a definite shift from <\/span><i><span style=\"font-weight: 400\">why<\/span><\/i><span style=\"font-weight: 400\"> we are teaching the content to <\/span><i><span style=\"font-weight: 400\">how<\/span><\/i><span style=\"font-weight: 400\"> we are teaching the skills. \u00a0To date, however, <\/span><\/span><\/p>\n<p style=\"padding-left: 30px\"><span style=\"font-weight: 400;font-family: 'times new roman', times, serif;font-size: 12pt\">schools and education systems are, on average, not ready to leverage the potential of technology. \u00a0Gaps in the digital skills of both teachers and students, difficulties in locating high-quality digital learning resources from among a plethora of poor-quality ones, a lack of clarity on the learning goals, and insufficient pedagogical preparation for blending technology meaningfully into lessons and curricula, [have created] a wedge between expectations and reality (Cuban, 1992, p.190).<\/span><\/p>\n<p><span style=\"font-family: 'times new roman', times, serif;font-size: 12pt\"><span style=\"font-weight: 400\">The impacts of digital learning on this topic may be described and summarized as follows: <\/span><span style=\"font-weight: 400\">\u00a0<\/span><\/span><\/p>\n<p><span style=\"font-weight: 400;font-family: 'times new roman', times, serif;font-size: 12pt\">Role of Administrators<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400;font-family: 'times new roman', times, serif;font-size: 12pt\">Administrators and educators continue to face significant challenges due to the open-ended and dynamic nature of 21st-century skills and the conformity of the traditional structure and organization of the formal education system. \u201cSystems of education need to establish structures that are amenable to more active and dynamic teaching and learning and assessment paradigms\u201d (Care, Kim &amp; Scoular, 2017, p. 33).<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;font-family: 'times new roman', times, serif;font-size: 12pt\">Role of Teachers <\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400;font-family: 'times new roman', times, serif;font-size: 12pt\">Many teachers recognize the value of teaching these skills and are open and enthusiastic, but find they are not adequately prepared to do so. \u00a021st-century skills are \u201cmore demanding to teach and learn than rote skills\u201d (Saavedra &amp; Opfer, 2012, p. 8) and teachers require training and support to effectively teach them.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400;font-family: 'times new roman', times, serif;font-size: 12pt\">Teachers (and students) now have access to a wide variety of tools and materials with little time and space constraints, thus providing learning resources that are exceptionally relevant and current.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400;font-family: 'times new roman', times, serif;font-size: 12pt\">In the classroom, teachers now have more complex roles. They used to be the all-knowing \u2018sage on the stage\u2019, but now teachers serve as a mentor to their students. Teachers are expected to tap into students\u2019 knowledge and curiosity, to empower and motivate their students, facilitate their learning, and help them connect their learning to authentic, real-life challenges. <\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400;font-family: 'times new roman', times, serif;font-size: 12pt\">Teachers are now learners themselves. \u00a0In addition to being professionals in their field of knowledge, they must now learn new ways of teaching, often learning along with (or from) their students. \u00a0Teachers must be forward-thinking, curious and flexible.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400;font-family: 'times new roman', times, serif;font-size: 12pt\">New technologies have led to increased use of inquiry-based, project-based, problem-based or co-operative pedagogies which provide greater learning opportunities than teacher-centered pedagogies such as lecturing. <\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400;font-family: 'times new roman', times, serif;font-size: 12pt\">Teachers are also now expected to educate students to become critical consumers of Internet services and electronic media, to make informed choices and avoid harmful online behavior such as cyberbullying, fraud and privacy violation.<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;font-family: 'times new roman', times, serif;font-size: 12pt\">Role of Students<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400;font-family: 'times new roman', times, serif;font-size: 12pt\">Students can now follow their natural curiosity and play a more active role in their learning, acquiring new knowledge, personalizing their learning, monitoring their progress, collaborating with others and practicing their skills in a variety of innovative ways, such as computer programming, maintaining a webpage, or using multimedia. \u201cICT [information and communications technology] devices bring together traditionally separated education media (books, writing, audio recordings, video recordings, databases, games, etc.), thus extending or integrating the range of time and places where learning can take place (Livingstone, 2011)\u201d (OECD, 2015, p. 50).<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400;font-family: 'times new roman', times, serif;font-size: 12pt\">Access to, and effective use of, ICT remains inequitable among students, however the term \u2018digital divide\u2019 originally referred to students from socio-economically disadvantaged backgrounds who may be unaware of how technology can help raise one\u2019s social status. Research has now identified gaps in proficiency and opportunity as being more relevant, referring to the disparity between what people can do and actually do when using digital tools (Stern, Adams &amp; Elsasser, 2009).<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;font-family: 'times new roman', times, serif;font-size: 12pt\">Physical Environment<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400;font-family: 'times new roman', times, serif;font-size: 12pt\">The physical landscape of the classroom has shifted from a traditional classroom to accommodate more movement, freedom and creativity.<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-family: 'times new roman', times, serif;font-size: 12pt\"><span style=\"font-weight: 400\">Students (and teachers), however, still generally sit in chairs and at desks &#8211; regardless of research that indicates that this is <\/span><i><span style=\"font-weight: 400\">not<\/span><\/i><span style=\"font-weight: 400\"> healthy for the body (Branigan-Pipe, 2016).<\/span><\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-family: 'times new roman', times, serif;font-size: 12pt\"><span style=\"font-weight: 400\">More students are now working on couches, on the floor, or using the counter for a stand-up workstation <\/span><span style=\"font-weight: 400\">(Branigan-Pipe, 2016).<\/span><\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400;font-family: 'times new roman', times, serif;font-size: 12pt\">Educators have realized their classrooms must mimic the workforce, which has inspired them to create collaborative-friendly spaces to facilitate student learning (Newman, 2017).<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-family: 'times new roman', times, serif;font-size: 12pt\"><span style=\"font-weight: 400\">The impact of this shift is a more collaborative environment where students learn to work as a team and share ideas. The shift to a 21<\/span><span style=\"font-weight: 400\">st<\/span><span style=\"font-weight: 400\">-century classroom also allows students to explore what they are learning, as opposed to merely read about it.<\/span><\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400;font-family: 'times new roman', times, serif;font-size: 12pt\">According to Newman (2107), with the implementation of SMARTboards and other ICT tools, students are going on virtual field trips instead of merely reading from a text; they are creating media instead of just looking at it. <\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;font-family: 'times new roman', times, serif;font-size: 12pt\">Paradigm Shifts<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400;font-family: 'times new roman', times, serif;font-size: 12pt\">Increased collaborative approach to teaching across subjects and age groups, including peer mentoring<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400;font-family: 'times new roman', times, serif;font-size: 12pt\">Greater focus on learner-centered classrooms than the old model of one teacher at the front of a room telling students what they need to remember for test day<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400;font-family: 'times new roman', times, serif;font-size: 12pt\">Students are more likely to be inspired by a digital learning environment<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400;font-family: 'times new roman', times, serif;font-size: 12pt\">Traditional rigid modes of classroom instruction are unlikely to inspire students whose online life outside the classroom is dynamic and evolutionary (Patton, 2018, para. 3)<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400;font-family: 'times new roman', times, serif;font-size: 12pt\">It\u2019s now easier for students to engage on their own terms \u2013 whether online, hybrid, or flipped (Patton, 2018, para. 11)<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\"><span style=\"font-family: 'times new roman', times, serif;font-size: 12pt\"><span style=\"font-weight: 400\">21<\/span><span style=\"font-weight: 400\">st-c<\/span><span style=\"font-weight: 400\">entury skills help prepare students for today\u2019s workplace<\/span><\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400;font-family: 'times new roman', times, serif;font-size: 12pt\">As a minimum, employers want graduates who are adept at using technology to connect, communicate and collaborate with workplace technology (Patton, 2018, para. 6)<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400;font-family: 'times new roman', times, serif;font-size: 12pt\">No longer having to physically meet makes it easier for educational leaders and educators to collaborate. \u00a0(Patton, 2018, para. 11)<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400;font-family: 'times new roman', times, serif;font-size: 12pt\">Research shows improved motivation and better learning outcomes<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400;font-family: 'times new roman', times, serif;font-size: 12pt\">Digital learning presents more positive effects on learning motivation and learning outcomes (for example, greater learning autonomy) than traditional teaching (Lin, Chen &amp; Liu, 2017)<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400;font-family: 'times new roman', times, serif;font-size: 12pt\">A greater emphasis on collaborative learning which allows students to be more engaged in their learning<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400;font-family: 'times new roman', times, serif;font-size: 12pt\">The ways in which these digital tools are used is a key factor in achieving successful outcomes<\/span>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400;font-family: 'times new roman', times, serif;font-size: 12pt\">The design of teaching activities and the flexible application of digital tools become the primary issues for current information technology integrated education (Lin et al, 2017)<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;font-family: 'times new roman', times, serif;font-size: 12pt\">Conclusion<\/span><\/p>\n<p><span style=\"font-family: 'times new roman', times, serif;font-size: 12pt\"><span style=\"font-weight: 400\">Many sources believe that we have yet to realize the full potential that ICT can make in teaching and learning and, as such, our 20<\/span><span style=\"font-weight: 400\">th<\/span><span style=\"font-weight: 400\">-century schools remain suboptimal in teaching 21<\/span><span style=\"font-weight: 400\">st<\/span><span style=\"font-weight: 400\">-century skills. Some countries, school districts, schools and individual teachers have made greater strides than others and students are learning thanks to, or despite, their formal learning environment. \u201cThe remaining work necessary to progress from the transmission model to the 21st-century model . . . will require from educators and policy makers at all levels precisely the sorts of skills that we deem critical for the next generation\u201d (Saavedra &amp; Opfer, 2012, p. 12).<\/span><\/span><\/p>\n<p style=\"text-align: center\"><span style=\"font-weight: 400;font-family: 'times new roman', times, serif;font-size: 12pt\">References<\/span><\/p>\n<p><span style=\"font-family: 'times new roman', times, serif;font-size: 12pt\"><span style=\"font-weight: 400\">Branigan-Pipe, Z. (2016). 21<\/span><span style=\"font-weight: 400\">st<\/span><span style=\"font-weight: 400\"> century learning, 20<\/span><span style=\"font-weight: 400\">th<\/span><span style=\"font-weight: 400\"> century classroom. <\/span><i><span style=\"font-weight: 400\">EdCan Network. <\/span><\/i><span style=\"font-weight: 400\">Retrieved from <\/span><a href=\"https:\/\/www.edcan.ca\/articles\/21st-century-learning-20th-century-classroom\/\"><span style=\"font-weight: 400\">https:\/\/www.edcan.ca\/articles\/21st-century-learning-20th-century-classroom\/<\/span><\/a><\/span><\/p>\n<p><span style=\"font-family: 'times new roman', times, serif;font-size: 12pt\"><span style=\"font-weight: 400\">Care, E., Kim, H., &amp; Scoular, C. (2017). 21<\/span><span style=\"font-weight: 400\">st<\/span><span style=\"font-weight: 400\"> century skills in 20<\/span><span style=\"font-weight: 400\">th<\/span><span style=\"font-weight: 400\"> century classrooms. <\/span><i><span style=\"font-weight: 400\">Ducadores, Octubre-Diciembre 2017<\/span><\/i><span style=\"font-weight: 400\">. [PDF file]. Retrieved from<\/span><a href=\"https:\/\/www.brookings.edu\/wp-content\/uploads\/2018\/08\/Care-Kim-Scoular_Educadores.pdf\"> <span style=\"font-weight: 400\">https:\/\/www.brookings.edu\/wp-content\/uploads\/2018\/08\/Care-Kim-Scoular_Educadores.pdf<\/span><\/a><\/span><\/p>\n<p><span style=\"font-family: 'times new roman', times, serif;font-size: 12pt\"><span style=\"font-weight: 400\">Cuban, L. (1992). Computers meet classroom; classroom wins. <\/span><i><span style=\"font-weight: 400\">Education Week, 12(10), 27, 36<\/span><\/i><span style=\"font-weight: 400\">. Retrieved from <\/span><a href=\"https:\/\/www.edweek.org\/ew\/articles\/1992\/11\/11\/10cuban.h12.html\"><span style=\"font-weight: 400\">https:\/\/www.edweek.org\/ew\/articles\/1992\/11\/11\/10cuban.h12.html<\/span><\/a><\/span><\/p>\n<p><span style=\"font-family: 'times new roman', times, serif;font-size: 12pt\"><span style=\"font-weight: 400\">Keane, T., Keane, W., &amp; Blicblau, A. (2014) Beyond traditional literacy: Learning and transformative practices using ICT. <\/span><i><span style=\"font-weight: 400\">Education and Information Technologies.<\/span><\/i><span style=\"font-weight: 400\"> 21(4), 769-781. Retrieved from <\/span><a href=\"https:\/\/doi-org.ezproxy.royalroads.ca\/10.1007\/s10639-014-9353-5\"><span style=\"font-weight: 400\">https:\/\/doi-org.ezproxy.royalroads.ca\/10.1007\/s10639-014-9353-5<\/span><\/a><\/span><\/p>\n<p><span style=\"font-family: 'times new roman', times, serif;font-size: 12pt\"><span style=\"font-weight: 400\">Lin, M.H., Chen, H.C, Liu, K.S (2017). A study of the effects of digital learning on learning motivation and learning outcome. <\/span><i><span style=\"font-weight: 400\">EURASIA Journal of Mathematics Science and Technology Education, 13(7), 3553-3564.<\/span><\/i><span style=\"font-weight: 400\"> Retrieved from <\/span><a href=\"http:\/\/www.ejmste.com\/pdf-69635-11931?filename=A%20Study%20of%20the%20Effects%20of.pdf\"><span style=\"font-weight: 400\">http:\/\/www.ejmste.com\/pdf-69635-11931?filename=A%20Study%20of%20the%20Effects%20of.pdf<\/span><\/a><\/span><\/p>\n<p><span style=\"font-family: 'times new roman', times, serif;font-size: 12pt\"><span style=\"font-weight: 400\">Newman, D. (2017). Top 6 digital transformation trends in education. Retrieved from <\/span><a href=\"https:\/\/www.forbes.com\/sites\/danielnewman\/2017\/07\/18\/top-6-digital-transformation-trends-in-education\/#253db6fd2a9a\"><span style=\"font-weight: 400\">https:\/\/www.forbes.com\/sites\/danielnewman\/2017\/07\/18\/top-6-digital-transformation-trends-in-education\/#253db6fd2a9a<\/span><\/a><\/span><\/p>\n<p><span style=\"font-family: 'times new roman', times, serif;font-size: 12pt\"><span style=\"font-weight: 400\">OECD, (2015). Students, computers and learning: Making the connection. <\/span><i><span style=\"font-weight: 400\">OECD iLibrary. \u00a0<\/span><\/i><a href=\"https:\/\/doi.org\/10.1787\/9789264239555-en\"><span style=\"font-weight: 400\">https:\/\/doi.org\/10.1787\/9789264239555-en<\/span><\/a><\/span><\/p>\n<p><span style=\"font-family: 'times new roman', times, serif;font-size: 12pt\"><span style=\"font-weight: 400\">Patton, R. (2018, July 4). Digital evolution: a new approach to learning and teaching in higher education. [Blog post]. Retrieved from <\/span><a href=\"https:\/\/www.timeshighereducation.com\/blog\/digital-evolution-new-approach-learning-and-teaching-higher-education\"><span style=\"font-weight: 400\">https:\/\/www.timeshighereducation.com\/blog\/digital-evolution-new-approach-learning-and-teaching-higher-education<\/span><\/a><\/span><\/p>\n<p><span style=\"font-family: 'times new roman', times, serif;font-size: 12pt\"><span style=\"font-weight: 400\">Saavedra, A., &amp; Opfer, V. (2012). Learning 21st-century skills requires 21st-century teaching. <\/span><i><span style=\"font-weight: 400\">The Phi Delta Kappan, 94(2), 8-13.<\/span><\/i><span style=\"font-weight: 400\"> Retrieved from <\/span><a href=\"https:\/\/journals.sagepub.com\/doi\/10.1177\/003172171209400203\"><span style=\"font-weight: 400\">https:\/\/journals.sagepub.com\/doi\/10.1177\/003172171209400203<\/span><\/a><\/span><\/p>\n<p><span style=\"font-family: 'times new roman', times, serif;font-size: 12pt\"><span style=\"font-weight: 400\">Stern, M. J., Adams, A. E., &amp; Elsasser, S. (2009). Digital Inequality and Place: The Effects of Technological Diffusion on Internet Proficiency and Usage across Rural, Suburban, and Urban Counties. <\/span><i><span style=\"font-weight: 400\">Sociological Inquiry<\/span><\/i><span style=\"font-weight: 400\">, <\/span><i><span style=\"font-weight: 400\">79<\/span><\/i><span style=\"font-weight: 400\">(4), 391\u2013417. <\/span><a href=\"https:\/\/doi.org\/10.1111\/j.1475-682X.2009.00302.x\"><span style=\"font-weight: 400\">https:\/\/doi.org\/10.1111\/j.1475-682X.2009.00302.x<\/span><\/a><\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Teaching of 21st Century Skills in 20th Century Schools By Dan McEvoy, Kymberleigh Richards &amp; Sherry Ruth Overview With the advent of digital learning, educational policies and pedagogies of the past century have become obsolete. \u00a0Formal education has shifted from the 20th-century 3Rs (reading, writing and arithmetic) to today\u2019s 4Cs: creativity, critical thinking, communication and &hellip; <a href=\"https:\/\/malat-webspace.royalroads.ca\/rru0119\/unit-4-activity-1-teaching-of-21st-century-skills-in-20th-century-schools-impact-of-digital-learning\/\" class=\"more-link\">Continue reading<span class=\"screen-reader-text\"> &#8220;(Unit 4, Activity 1) Teaching of 21st Century Skills in 20th Century Schools: Impact of Digital Learning&#8221;<\/span><\/a><\/p>\n","protected":false},"author":149,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-220","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0119\/wp-json\/wp\/v2\/posts\/220","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0119\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0119\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0119\/wp-json\/wp\/v2\/users\/149"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0119\/wp-json\/wp\/v2\/comments?post=220"}],"version-history":[{"count":4,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0119\/wp-json\/wp\/v2\/posts\/220\/revisions"}],"predecessor-version":[{"id":225,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0119\/wp-json\/wp\/v2\/posts\/220\/revisions\/225"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0119\/wp-json\/wp\/v2\/media?parent=220"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0119\/wp-json\/wp\/v2\/categories?post=220"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0119\/wp-json\/wp\/v2\/tags?post=220"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}