{"id":777,"date":"2022-04-28T11:25:00","date_gmt":"2022-04-28T09:25:00","guid":{"rendered":"https:\/\/sola.kau.se\/keeponteaching\/?p=777"},"modified":"2025-12-19T14:10:19","modified_gmt":"2025-12-19T13:10:19","slug":"konstruktiv-lankning-som-arbetsmetod","status":"publish","type":"post","link":"https:\/\/sola.kau.se\/keeponteaching\/konstruktiv-lankning-som-arbetsmetod\/","title":{"rendered":"Konstruktiv l\u00e4nkning som arbetsmetod"},"content":{"rendered":"\n<p><em>Konstruktiv l\u00e4nkning (Constructive Alignment, CA) \u00e4r en modell f\u00f6r design av utbildningar inom h\u00f6gre utbildning.  S\u00e5 h\u00e4r arbetar man praktiskt med den.<\/em><\/p>\n\n\n\n<!--more-->\n\n\n\n<p>Modellen lanserades av Biggs (1996) och beskrivs utf\u00f6rligt av Biggs och Tang (2011) i l\u00e4roboken <em>Teaching for quality learning at university: what the student does<\/em>. Modellen har tre huvudkomponenter:<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li><strong>Intended Learning Outcome (ILO)<\/strong>: Vad \u00e4r meningen att studenterna ska kunna efter kursen?<\/li><li><strong>Assessment Tasks (AT)<\/strong>: Uppgifter som studenterna ska g\u00f6ra f\u00f6r att visa att de uppn\u00e5tt ILO.<\/li><li><strong>Teaching\/Learning Activities (TLA)<\/strong>: Aktiviteter n\u00f6dv\u00e4ndiga eller rimliga f\u00f6r att uppn\u00e5 ILO.<\/li><\/ul>\n\n\n\n<p>      <\/p>\n\n\n\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\" style=\"flex-basis:50%\">\n<h3 class=\"wp-block-heading\" id=\"det-ska-hanga-ihop\">Det ska h\u00e4nga ihop<\/h3>\n\n\n\n<p><strong>Det logiska fl\u00f6det<\/strong> genom en kurs kan beskrivas s\u00e5 h\u00e4r utifr\u00e5n komponenterna i konstruktiv l\u00e4nkning: Studenterna b\u00f6rjar kursen med en viss kunskapsniv\u00e5, under kursens g\u00e5ng genomf\u00f6r de l\u00e4raktiviteter (TLA), f\u00f6r att slutligen visa den kunskap och f\u00e4rdighet de uppn\u00e5tt genom examinationsuppgifter (AT), som markerar att de uppn\u00e5tt kursm\u00e5len (ILO). <\/p>\n\n\n\n<p><\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:50%\">\n<div class=\"wp-block-image\"><figure class=\"aligncenter size-large is-resized\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/sola.kau.se\/keeponteaching\/wp-content\/uploads\/sites\/184\/2021\/06\/CA-bild0.jpg\" alt=\"Konstruktiv l\u00e4nkning: Komponenter\" class=\"wp-image-766\" width=\"516\" height=\"437\" srcset=\"https:\/\/sola.kau.se\/keeponteaching\/wp-content\/uploads\/sites\/184\/2021\/06\/CA-bild0.jpg 688w, https:\/\/sola.kau.se\/keeponteaching\/wp-content\/uploads\/sites\/184\/2021\/06\/CA-bild0-300x254.jpg 300w\" sizes=\"auto, (max-width: 516px) 100vw, 516px\" \/><\/figure><\/div>\n<\/div>\n<\/div>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"praktisk-kursutveckling-steg-for-steg\"><strong>Praktisk kursutveckling: Steg f\u00f6r steg<\/strong><\/h2>\n\n\n\n<p>Men var b\u00f6rjar jag arbetet med att designa en kurs? I Biggs och Tangs bok finns en kort steg-f\u00f6r-steg-skiss (s. 100ff), men den f\u00f6rsvinner l\u00e4tt. D\u00e4rf\u00f6r presenterar vi h\u00e4r hur man kan arbeta med konstruktiv l\u00e4nkning systematiskt, i en ordning d\u00e4r <strong>varje steg bygger p\u00e5 f\u00f6reg\u00e5ende<\/strong>:<\/p>\n\n\n\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<h3 class=\"wp-block-heading\" id=\"1-borja-med-kursmalen-ilo\"><strong>1. B\u00f6rja med kursm\u00e5len<\/strong> (ILO)<\/h3>\n\n\n\n<h4 class=\"wp-block-heading\" id=\"vad-ska-studenterna-lara-sig-och-vilken-niva-av-kunskap-och-fardigheter-ska-de-uppna\">Vad ska studenterna l\u00e4ra sig och vilken niv\u00e5 av kunskap och f\u00e4rdigheter ska de uppn\u00e5?<\/h4>\n\n\n\n<p>Vi anv\u00e4nder beskrivande verb som t.ex. k\u00e4nna till, redog\u00f6ra f\u00f6r, j\u00e4mf\u00f6ra, kombinera. Den vanligaste modellen f\u00f6r att beskriva niv\u00e5er av kunskap och f\u00e4rdigheter \u00e4r <a href=\"https:\/\/sola.kau.se\/keeponteaching\/larandemal-blooms-taxonomi\/\">Blooms taxonomi<\/a> i olika versioner, men det finns fler, t.ex. <a href=\"https:\/\/sola.kau.se\/keeponteaching\/larandemal-solo-taxonomin\/\">SOLO-modellen<\/a> (Biggs &amp; Tang, 2011).<\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<figure class=\"wp-block-image size-large is-resized\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/sola.kau.se\/keeponteaching\/wp-content\/uploads\/sites\/184\/2021\/06\/CA-bild1.jpg\" alt=\"Konstruktiv l\u00e4nkning: Steg 1\" class=\"wp-image-768\" width=\"387\" height=\"290\" srcset=\"https:\/\/sola.kau.se\/keeponteaching\/wp-content\/uploads\/sites\/184\/2021\/06\/CA-bild1.jpg 774w, https:\/\/sola.kau.se\/keeponteaching\/wp-content\/uploads\/sites\/184\/2021\/06\/CA-bild1-300x225.jpg 300w, https:\/\/sola.kau.se\/keeponteaching\/wp-content\/uploads\/sites\/184\/2021\/06\/CA-bild1-768x576.jpg 768w\" sizes=\"auto, (max-width: 387px) 100vw, 387px\" \/><\/figure>\n<\/div>\n<\/div>\n\n\n\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\" style=\"flex-basis:66.66%\">\n<h3 class=\"wp-block-heading\" id=\"2-de-yttre-forutsattningarna\"><strong>2. De yttre f\u00f6ruts\u00e4ttningarna?<\/strong><\/h3>\n\n\n\n<h4 class=\"wp-block-heading\" id=\"vilka-ar-studenterna\">Vilka \u00e4r studenterna?<\/h4>\n\n\n\n<p>F\u00f6rkunskaper, studieerfarenhet, deras kort- och l\u00e5ngsiktiga m\u00e5l med kursen?<\/p>\n\n\n\n<h4 class=\"wp-block-heading\" id=\"organisatoriska-forutsattningar\">Organisatoriska f\u00f6ruts\u00e4ttningar?<\/h4>\n\n\n\n<p>Hur stor \u00e4r studentgruppen, campus\/distans, studietakt, syfte i programmet, eventuella parallella kurser, tillg\u00e4ngliga lokaler, utrustning, osv.<\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:33.33%\">\n<figure class=\"wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"766\" height=\"582\" src=\"https:\/\/sola.kau.se\/keeponteaching\/wp-content\/uploads\/sites\/184\/2021\/06\/CA-bild2.jpg\" alt=\"Konstruktiv l\u00e4nkning: Steg 2\" class=\"wp-image-770\" srcset=\"https:\/\/sola.kau.se\/keeponteaching\/wp-content\/uploads\/sites\/184\/2021\/06\/CA-bild2.jpg 766w, https:\/\/sola.kau.se\/keeponteaching\/wp-content\/uploads\/sites\/184\/2021\/06\/CA-bild2-300x228.jpg 300w\" sizes=\"auto, (max-width: 766px) 100vw, 766px\" \/><\/figure>\n\n\n\n<p><\/p>\n<\/div>\n<\/div>\n\n\n\n<p>Kursdesignen m\u00e5ste alltid anpassas efter den aktuella studentgruppen och rymmas inom de organisatoriska ramarna.<\/p>\n\n\n\n<p>De tv\u00e5 f\u00f6rsta stegen ramar allts\u00e5 in kursen: Startpunkt, organisatoriska f\u00f6ruts\u00e4ttningar och slutm\u00e5l.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"3-hur-ska-vi-mata-om-studenten-natt-malet-at\"><strong>3. Hur ska vi m\u00e4ta om studenten n\u00e5tt m\u00e5let?<\/strong> (AT)<\/h3>\n\n\n\n<p>Det tredje steget handlar om konkretisering av slutm\u00e5let: Hur ska vi och studenterna veta att vi lyckats n\u00e5 \u00e4nda fram till slutm\u00e5let?<\/p>\n\n\n\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\" style=\"flex-basis:33.33%\">\n<figure class=\"wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"768\" height=\"579\" src=\"https:\/\/sola.kau.se\/keeponteaching\/wp-content\/uploads\/sites\/184\/2021\/06\/CA-bild3.jpg\" alt=\"Konstruktiv l\u00e4nkning: Steg 3\" class=\"wp-image-772\" srcset=\"https:\/\/sola.kau.se\/keeponteaching\/wp-content\/uploads\/sites\/184\/2021\/06\/CA-bild3.jpg 768w, https:\/\/sola.kau.se\/keeponteaching\/wp-content\/uploads\/sites\/184\/2021\/06\/CA-bild3-300x226.jpg 300w\" sizes=\"auto, (max-width: 768px) 100vw, 768px\" \/><\/figure>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:66.66%\">\n<h4 class=\"wp-block-heading\" id=\"examineringsuppgift\">Examineringsuppgift<\/h4>\n\n\n\n<p>Bakom ILO finns givetvis en f\u00f6rest\u00e4llning om ett sammanhang i vilket kunskaperna ska anv\u00e4ndas, dvs. vad som g\u00f6r dem meningsfulla. Utforma en uppgift (eller flera) som demonstrerar att studenten kan anv\u00e4nda kunskaperna p\u00e5 detta s\u00e4tt. F\u00f6r att vara relevant som m\u00e5l f\u00f6r studenterna, m\u00e5ste uppgiften g\u00e5 att beskriva f\u00f6r dem s\u00e5 att de under kursen sj\u00e4lva kan avg\u00f6ra hur de n\u00e4rmar sig att kunna klara den.<\/p>\n<\/div>\n<\/div>\n\n\n\n<h4 class=\"wp-block-heading\" id=\"bedomingskriterier\">Bed\u00f6mingskriterier<\/h4>\n\n\n\n<p>Beskriv ocks\u00e5 de kriterier som kommer att anv\u00e4ndas f\u00f6r att avg\u00f6ra om studenten klarat m\u00e5len och f\u00f6r graderade betyg.<\/p>\n\n\n\n<p>I Biggs och Tangs bok (Kap. 10-12) finns m\u00e5nga utm\u00e4rkta exempel b\u00e5de p\u00e5 hur man kan utforma Assessment Tasks och bed\u00f6mningskriterier f\u00f6r olika slags kursm\u00e5l.<\/p>\n\n\n\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<h3 class=\"wp-block-heading\" id=\"4-designa-kursens-laraktiviteter-tla\"><strong>4. Designa kursens l\u00e4raktiviteter<\/strong> (TLA)<\/h3>\n\n\n\n<p>Nu \u00e4r det dags att skissa kursens l\u00e4randeaktiviteter. Vi har beskrivningen av kursm\u00e5l, hur dessa ska m\u00e4tas, vilken studentgruppen \u00e4r och vilka de givna organisatoriska ramarna \u00e4r att utg\u00e5 ifr\u00e5n. Nu handlar det om design av undervisning, dvs. hur vi utformar det arbete som studenterna beh\u00f6ver g\u00f6ra f\u00f6r att n\u00e5 kursm\u00e5len.<\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<figure class=\"wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"771\" height=\"580\" src=\"https:\/\/sola.kau.se\/keeponteaching\/wp-content\/uploads\/sites\/184\/2021\/06\/CA-bild4.jpg\" alt=\"Konstruktiv l\u00e4nkning: Steg 4\" class=\"wp-image-774\" srcset=\"https:\/\/sola.kau.se\/keeponteaching\/wp-content\/uploads\/sites\/184\/2021\/06\/CA-bild4.jpg 771w, https:\/\/sola.kau.se\/keeponteaching\/wp-content\/uploads\/sites\/184\/2021\/06\/CA-bild4-300x226.jpg 300w, https:\/\/sola.kau.se\/keeponteaching\/wp-content\/uploads\/sites\/184\/2021\/06\/CA-bild4-768x578.jpg 768w\" sizes=\"auto, (max-width: 771px) 100vw, 771px\" \/><\/figure>\n<\/div>\n<\/div>\n\n\n\n<p>Observera att det viktiga \u00e4r vad vi vill <em>att studenterna ska g\u00f6ra<\/em>, inte vad l\u00e4rarna ska g\u00f6ra. Det senare kommer som en f\u00f6ljd av det f\u00f6rra. St\u00e4ller vi oss fr\u00e5gan p\u00e5 det motsatta s\u00e4ttet (<em>\u201dHur ska vi, l\u00e4rarna, bedriva undervisningen?\u201d<\/em>) tappar vi l\u00e4tt bort att det \u00e4r studenternas aktivitet som skapar deras l\u00e4rande.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\" id=\"kursens-pedagogiska-grundide\">Kursens pedagogiska grundid\u00e9<\/h4>\n\n\n\n<p>Hur l\u00e4r man sig s\u00e5dant h\u00e4r? Vad \u00e4r kursens <a href=\"https:\/\/sola.kau.se\/keeponteaching\/formulera-en-pedagogisk-ide-for-kursen\/\">pedagogiska grundid\u00e9<\/a>?<\/p>\n\n\n\n<p>Starta med att best\u00e4mma vilken <em>typ av TLA<\/em> som b\u00f6r vara bas i uppl\u00e4gget. Vilka arbetsformer \u00e4r b\u00e4st f\u00f6r att l\u00e4ra sig det man ska l\u00e4ra sig i just den h\u00e4r kursen? \u00c4r det att t.ex. att arbeta enskilt eller i grupp, g\u00f6ra en stor case-uppgift eller m\u00e5nga sm\u00e5 frist\u00e5ende \u00f6vningsuppgifter, genomf\u00f6ra studiebes\u00f6k, praktiskt \u00f6va f\u00e4rdigheter eller l\u00e4sa litteratur?<\/p>\n\n\n\n<h4 class=\"wp-block-heading\" id=\"skissa-laraktiviteterna\">Skissa l\u00e4raktiviteterna<\/h4>\n\n\n\n<p>G\u00f6r en skiss d\u00e4r de viktiga aktiviteterna beskrivs, g\u00e4rna \u00f6ver kursens f\u00f6rlopp, t.ex. vecka f\u00f6r vecka.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"5-detaljplanering-kursmaterial-m-m\"><strong>5. Detaljplanering, kursmaterial, m.m.<\/strong><\/h3>\n\n\n\n<p>Nu har vi en sammanh\u00e4ngande skiss \u00f6ver kursen som beskriver studenternas ing\u00e5ngsf\u00f6ruts\u00e4ttningar, de l\u00e4raktiviteter som beh\u00f6vs f\u00f6r att n\u00e5 kursm\u00e5len och examinationsuppgifter med bed\u00f6mningskriterier.<\/p>\n\n\n\n<p>Nu kan vi specificera och b\u00f6rja att producera kursmaterial: Studentinstruktioner, l\u00e4rarinstruktioner, studiematerial (Litteratur, film, m.m.), schema, osv.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"lasa-mer\"><strong>L\u00e4sa mer<\/strong><\/h3>\n\n\n\n<ul class=\"wp-block-list\"><li><strong>Biggs, J. B.<\/strong> (1996). Enhancing teaching through constructive alignment. <em>Higher Education,<\/em> <em>32<\/em>(3), 347\u2013364.<br><em>[Artikeln d\u00e4r konstruktiv l\u00e4nkning f\u00f6rst presenterades.]<\/em><\/li><li><strong>Biggs, J. B., &amp; Tang, C.<\/strong> (2011). <em>Teaching for quality learning at university: What the student does. <\/em>Open University Press.<br><em>[L\u00e4roboken d\u00e4r man hittar allt om konstruktiv l\u00e4nkning.]<\/em><\/li><li><strong>KAU. <\/strong>(2017). <em><strong>Policy f\u00f6r kvalitetsarbete <\/strong>i utbildning p\u00e5 grundniv\u00e5, avancerad niv\u00e5 och forskarniv\u00e5 vid Karlstads universitet<\/em> (Rektorsbeslut 2\/17, 2017-01-11).<br>[<em>Konstruktiv l\u00e4nkning \u00e4r den utpekade modellen f\u00f6r kvalitetsarbete i undervisning vid KAU.]<\/em><\/li><\/ul>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"eller-se-film\"><strong>Eller se film<\/strong><\/h3>\n\n\n\n<p><strong>Intro till konstruktiv l\u00e4nkning<\/strong><\/p>\n\n\n\n<iframe loading=\"lazy\" src=\"https:\/\/api.kaltura.nordu.net\/p\/300\/sp\/30000\/embedIframeJs\/uiconf_id\/23449796\/partner_id\/300?iframeembed=true&amp;playerId=kaltura_player&amp;entry_id=0_2be3cyfo&amp;flashvars[streamerType]=auto&amp;flashvars[localizationCode]=en&amp;flashvars[leadWithHTML5]=true&amp;flashvars[sideBarContainer.plugin]=true&amp;flashvars[sideBarContainer.position]=left&amp;flashvars[sideBarContainer.clickToClose]=true&amp;flashvars[chapters.plugin]=true&amp;flashvars[chapters.layout]=vertical&amp;flashvars[chapters.thumbnailRotator]=false&amp;flashvars[streamSelector.plugin]=true&amp;flashvars[EmbedPlayer.SpinnerTarget]=videoHolder&amp;flashvars[dualScreen.plugin]=true&amp;flashvars[hotspots.plugin]=1&amp;flashvars[Kaltura.addCrossoriginToIframe]=true&amp;&amp;wid=0_icogkjby\" mozallowfullscreen=\"\" width=\"608\" height=\"402\" frameborder=\"0\" allow=\"autoplay *; fullscreen *; encrypted-media *\"><\/iframe>\n\n\n\n<p>Martin Kristiansson, Samh\u00e4llskunskap, KAU (9 min.). <br>(Filmen \u00e4r fr\u00e5n 2015 och producerad av d\u00e5varande Kompetensutvecklingsenheten)<br><em>[Id\u00e9n bakom modellen i ett svep]<\/em><br><\/p>\n\n\n\n<p><br><strong>Teaching Teaching &amp; Understanding Understanding<\/strong><br>Aarhus University:<br>&#8211; <a href=\"https:\/\/www.youtube.com\/watch?v=6Ngc9ihb35g\">Del 1-2<\/a> av 4 (8 min.)<br>&#8211; <a href=\"https:\/\/www.youtube.com\/watch?v=vcybQlLAV2k\">Del 3<\/a> av 4 (6 min.)<br>&#8211; <a href=\"https:\/\/www.youtube.com\/watch?v=ggThtInFtnM\">Del 4<\/a> av 4 (6 min.)<br><em>[G\u00e5r bland annat igenom den teoretiska bakgrunden f\u00f6r konstruktiv l\u00e4nkning.]<\/em><\/p>\n\n\n\n<p><br><strong>Constructive alignment and learning outcomes<\/strong><br><a href=\"https:\/\/www.youtube.com\/watch?v=Xs4WLm0uC2k\">Phillip Dawson, Monash University, Australia<\/a>. (31 min.)<br><em>[Mycket rakt p\u00e5 sak om att arbeta praktiskt med konstruktiv l\u00e4nkning.]<\/em><\/p>\n\n\n\n<p><\/p>\n\n\n\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Konstruktiv l\u00e4nkning (Constructive Alignment, CA) \u00e4r en modell f\u00f6r design av utbildningar inom h\u00f6gre utbildning. S\u00e5 h\u00e4r arbetar man praktiskt med den.<\/p>\n","protected":false},"author":60,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[298,296,286,292,285,49,331],"tags":[62],"class_list":["post-777","post","type-post","status-publish","format-standard","hentry","category-bedomning","category-examinationsuppgifter","category-kursmal-2","category-laraktiviteter","category-lokalt-kau","category-nyheter","category-planera-kurs","tag-konstruktiv-lankning"],"_links":{"self":[{"href":"https:\/\/sola.kau.se\/keeponteaching\/wp-json\/wp\/v2\/posts\/777","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sola.kau.se\/keeponteaching\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sola.kau.se\/keeponteaching\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sola.kau.se\/keeponteaching\/wp-json\/wp\/v2\/users\/60"}],"replies":[{"embeddable":true,"href":"https:\/\/sola.kau.se\/keeponteaching\/wp-json\/wp\/v2\/comments?post=777"}],"version-history":[{"count":74,"href":"https:\/\/sola.kau.se\/keeponteaching\/wp-json\/wp\/v2\/posts\/777\/revisions"}],"predecessor-version":[{"id":5934,"href":"https:\/\/sola.kau.se\/keeponteaching\/wp-json\/wp\/v2\/posts\/777\/revisions\/5934"}],"wp:attachment":[{"href":"https:\/\/sola.kau.se\/keeponteaching\/wp-json\/wp\/v2\/media?parent=777"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sola.kau.se\/keeponteaching\/wp-json\/wp\/v2\/categories?post=777"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sola.kau.se\/keeponteaching\/wp-json\/wp\/v2\/tags?post=777"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}