Warning: Trying to access array offset on null in /www_vol/data/www-data/Warner/lida/wp-content/themes/salient-news/inc/hooks/excerpt.php on line 18 {"id":20252,"date":"2020-07-30T18:23:00","date_gmt":"2020-07-30T18:23:00","guid":{"rendered":"https:\/\/www.rochester.edu\/warner\/lida\/?page_id=20252"},"modified":"2021-10-25T22:05:34","modified_gmt":"2021-10-25T22:05:34","slug":"giving-feedback-in-remote-online-settings","status":"publish","type":"page","link":"https:\/\/www.rochester.edu\/warner\/lida\/resources\/e-modules\/high-leverage-teaching-practices-for-remote-teaching\/giving-feedback-in-remote-online-settings\/","title":{"rendered":"Giving Feedback"},"content":{"rendered":"

[vc_row][vc_column width=”2\/3″]

\n\tHigh Leverage Teaching Practices for Remote Teaching\t

Giving Feedback<\/h1><\/header>[vc_column_text]In-Depth Analysis<\/span><\/strong>
\nPrepared by Raffaella Borasi, Center for Learning in the Digital Age<\/em><\/p>\n
Use this webpage as a resource to inform the design of specific learning activities aiming at giving feedback on students\u2019 work. <\/strong><\/em>While created specifically for online\/remote settings, many of the considerations reported here are applicable to face-to-face instruction as well.<\/em>[\/vc_column_text][\/vc_column][vc_column width=”1\/3″][vc_video link=”https:\/\/youtu.be\/kBNMe2ObQRg” el_id=”video”][\/vc_column][\/vc_row][vc_row][vc_column][vc_row_inner el_class=”arrow-row”][vc_column_inner width=”1\/6″][vc_icon icon_fontawesome=”fa fa-video-camera” size=”xl” align=”center”][vc_column_text]Watch VIDEO<\/a> as introduction[\/vc_column_text][\/vc_column_inner][vc_column_inner width=”1\/6″][vc_icon icon_fontawesome=”fa fa-plus-circle” size=”xl” align=”center”][vc_column_text]Explore by clicking on \u201c+\u201d across the page<\/p>\n
[\/vc_column_text][\/vc_column_inner][vc_column_inner width=”1\/6″][vc_icon icon_fontawesome=”fa fa-download” size=”xl” align=”center”][vc_column_text]Download In-depth Analysis<\/a> and Summary Handout<\/a>[\/vc_column_text][\/vc_column_inner][vc_column_inner width=”1\/6″][vc_icon icon_fontawesome=”fa fa-list-ul” size=”xl” align=”center”][vc_column_text]Plan implementations of this practice (using the Summary Handout<\/a>)[\/vc_column_text][\/vc_column_inner][vc_column_inner width=”1\/6″][vc_icon icon_fontawesome=”fa fa-lightbulb-o” size=”xl” align=”center”][vc_column_text]Reflect on your implementations (using Journal Template<\/a>)[\/vc_column_text][\/vc_column_inner][vc_column_inner width=”1\/6″][vc_icon icon_fontawesome=”fa fa-pencil” size=”xl” align=”center”][vc_column_text](If desired) Add to the In-depth Analysis<\/a> and Summary Handout<\/a>[\/vc_column_text][\/vc_column_inner][\/vc_row_inner][vc_separator][\/vc_column][\/vc_row][vc_row][vc_column width=”1\/3″][vc_btn title=”Detailed Guide for Use as a Resource” align=”center” link=”url:https%3A%2F%2Fwww.rochester.edu%2Fwarner%2Flida%2Fwp-content%2Fuploads%2F2020%2F09%2FHow-to-use-this-eModule_As-a-resource.pdf||target:%20_blank|”][\/vc_column][vc_column width=”1\/3″][vc_btn title=”Detailed Guide for Individuals” align=”center” link=”url:https%3A%2F%2Fwww.rochester.edu%2Fwarner%2Flida%2Fwp-content%2Fuploads%2F2020%2F09%2FHow-to-use-this-eModule_for-Individuals.pdf||target:%20_blank|”][\/vc_column][vc_column width=”1\/3″][vc_btn title=”Detailed Guide for Groups” align=”center” link=”url:https%3A%2F%2Fwww.rochester.edu%2Fwarner%2Flida%2Fwp-content%2Fuploads%2F2020%2F09%2FHow-to-use-this-eModule_for-Groups.pdf||target:%20_blank|”][\/vc_column][\/vc_row][vc_row][vc_column width=”2\/3″][vc_tta_accordion active_section=”0″ collapsible_all=”true”][vc_tta_section title=”Introduction” tab_id=”1596132373253-5422cd9f-f34c”][vc_column_text]Research on assessment suggests that learning is greatly enhanced when students receive timely and informative feedback on their work.\u00a0 Providing quality constructive feedback on student work is even more important when teaching remotely, as in this context it provides a unique opportunity for communication and connection between teacher and student.\u00a0 Deciding when, how – and even who – should provide feedback will be critical.[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”Potential benefits of Giving Feedback we want to maximize” tab_id=”1596132373270-0b6adde8-b060″][vc_column_text]<\/p>\n
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Feedback is critical to help students realize what they do and do not know, so they can focus their learning efforts where most needed.<\/li>\n
Hearing other people\u2019s point of view about your work can be very valuable.<\/li>\n
Receiving positive feedback can be very motivational, and thus increase student engagement.<\/li>\n<\/ul>\n
[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”Potential challenges (and how they may be reduced)” tab_id=”1596132640440-1c2aec25-6f4e”][vc_column_text]<\/p>\n
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Students may feel discouraged, and sometimes even offended, by negative feedback \u2013 even when well intended!\n
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Class norms and expectations about providing constructive feedback should be set in advance<\/em><\/li>\n
Teacher and students should be sensitive to how they word and communicate their feedback<\/em><\/li>\n
It may help to \u201csandwich\u201d negative\/constructive feedback in between two pieces of positive feedback<\/em><\/li>\n
When possible, ask the learner first what s\/he thinks went well or not, and then provide your additional feedback \u2013 it may make it easier to accept and process negative feedback<\/em><\/li>\n<\/ul>\n<\/li>\n
Students may find it challenging to give feedback to their peers, as they do not think they are \u201cexperts\u201d\n
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Set clear expectations and class norms in advance<\/em><\/li>\n
It will make a difference if students know that their feedback will help a classmate revise his\/her product before a grade is given <\/em><\/li>\n<\/ul>\n<\/li>\n
Providing students with timely and individualized feedback can be very time consuming\n
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Being able to add comments on students\u2019 work submitted online that are immediately accessible will help<\/em><\/li>\n
Sharing rubrics and\/or models ahead of time may save teacher\u2019s time (and aggravation!)<\/em><\/li>\n
Providing \u201csummary\/general\u201d comments on common responses may also save teacher\u2019s time <\/em><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n
[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”Other things to consider” tab_id=”1596132660387-727a6f7e-8f52″][vc_column_text]<\/p>\n
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The value of the feedback depends on the nature of the assessment\/task \u2013 the more open-ended and intrinsically meaningful the task is, the more students are likely to value the feedback received<\/li>\n
How you present the feedback is critical \u2013 it can make the different between having a student \u201cshut off\u201d, or feel motivated to improve<\/li>\n
Showing models of past work is a powerful way of setting expectations \u2013 and thus providing feedback \u201cbefore the fact\u201d<\/li>\n
Receiving feedback timely increases its value greatly \u2013 although there is also value in \u201cdelayed\/reflective\u201d feedback<\/li>\n<\/ul>\n
[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”Key tips” tab_id=”1597049164432-13201486-70c3″][vc_column_text]<\/p>\n
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Create first a \u201csafe learning environment,\u201d with clear norms and expectations regarding feedback<\/li>\n
Be sensitive about how negative feedback is worded and communicated<\/li>\n
Set aside time in your schedule to provide timely feedback<\/li>\n
Whenever possible, assign grades after<\/strong> the student has had the chance to make revisions in response to the feedback received<\/li>\n
Provide rubrics and models of past work as a form of \u201cadvanced feedback\u201d<\/li>\n<\/ol>\n
[\/vc_column_text][\/vc_tta_section][\/vc_tta_accordion][\/vc_column][vc_column width=”1\/3″][vc_column_text]Summary Handout<\/strong> (PDF<\/a>) (Word<\/a>) \u2013 1-page summary you can print out and use as reference<\/p>\n
Journal Template<\/strong> (PDF<\/a>) (Word<\/a>) \u2013 fillable pdf to record your experiences with this practice<\/p>\n
In-depth Analysis<\/strong> (PDF<\/a>) (Word<\/a>) \u2013 Document version of the content of this page, which you can personalize if you wish by adding your own notes[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column width=”1\/2″][vc_column_text]<\/p>\n
Key instructional decisions<\/h2>\n
(click on each item to show options, along with their pros & cons)<\/em>[\/vc_column_text][vc_tta_accordion active_section=”0″ collapsible_all=”true”][vc_tta_section title=”WHEN” tab_id=”1596132899199-6e3c00d7-c03d”][vc_column_text]<\/p>\n\n\n\n\n\n\n\n
Option:<\/em><\/strong><\/td>\n Advantages<\/em><\/strong><\/td>\n Limitations<\/em><\/strong><\/td>\n<\/tr>\n
Advanced (through rubrics & models)<\/em><\/td>\n \n
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Sets expectations before the task is even started \u2013 and thus before the student may get emotionally invested in his\/her product!<\/li>\n
Making reference to common benchmarks will make it easier to provide feedback on student work<\/li>\n<\/ul>\n<\/td>\n
\n
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Risk of limiting students\u2019 creativity if they feel they have to closely replicate the model<\/li>\n<\/ul>\n
<\/td>\n<\/tr>\n
In-the-moment, while the activity is in progress<\/em><\/td>\n \n
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Most effective, as it can empower the student to make adjustments leading to greater success<\/li>\n<\/ul>\n
<\/td>\n
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Difficult for the teacher to identify the \u201cright moment\u201d and be ready to respond<\/li>\n<\/ul>\n
<\/td>\n<\/tr>\n
First draft (with opportunity for revisions)<\/em><\/td>\n \n
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Students can appreciate the value of feedback more when it is clear that it is intended to improve the product before <\/em>a grade is given<\/li>\n
Students will likely be more open to receiving the feedback and doing something with it<\/li>\n<\/ul>\n<\/td>\n
\n
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Some students may put less effort in their \u201cfirst draft\u201d if they know it is not graded \u2013 and thus benefit less from feedback<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
Final product (no revisions allowed)<\/em><\/td>\n \n
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Students may put more effort if they know a product is graded<\/li>\n<\/ul>\n<\/td>\n
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Students may ignore the feedback received if they know it is not going to affect their grade<\/li>\n
Students may be more defensive in processing feedback if they have received a bad grade<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”WHO gives the feedback” tab_id=”1596144831850-38f588a4-da6b”][vc_column_text]<\/p>\n\n\n\n\n\n\n
Option:<\/em><\/strong><\/td>\n Advantages<\/em><\/strong><\/td>\n Limitations<\/em><\/strong><\/td>\n<\/tr>\n
Teacher<\/em><\/td>\n \n
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Students would expect their teacher to provide feedback and evaluation of their work<\/li>\n
Teacher\u2019s knowledge about the subject will likely lead to the most pertinent and valuable feedback<\/li>\n
Teacher can be more sensitive in choosing what kind of \u00a0feedback to provide to each student, and how, so as to maximize learning and reduce defensiveness<\/li>\n<\/ul>\n<\/td>\n
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Students may not be as open to teacher\u2019s feedback, because of the teacher\u2019s evaluative role<\/li>\n<\/ul>\n
\u00a0<\/em><\/strong><\/td>\n<\/tr>\n
Classmates<\/em><\/td>\n \n
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Some students may be more open to receive feedback from their peers (who do not assign grades!)<\/li>\n<\/ul>\n
<\/td>\n
\n
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Some students may not trust their peers to be sufficiently knowledgeable and objective to provide valuable feedback<\/li>\n
Students may not be sensitive about how they word feedback to their peers<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\u201cReal audience\u201d (for authentic tasks)<\/em><\/td>\n \n
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A real audience is likely to provide the most genuine feedback<\/li>\n
Feedback from a real audience is likely to be perceived as most significant<\/li>\n<\/ul>\n<\/td>\n
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Audience may not be sensitive about how they give their feedback<\/li>\n
Audience may not understand the level and capacity of the students involved when providing their feedback<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”Level of PRIVACY” tab_id=”1596144862212-7e5dabc3-8a59″][vc_column_text]<\/p>\n\n\n\n\n\n\n\n
Option:<\/em><\/strong><\/td>\n Advantages<\/em><\/strong><\/td>\n Limitations<\/em><\/strong><\/td>\n<\/tr>\n
Public & individual<\/em><\/td>\n \n
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Other students may learn from the feedback<\/li>\n<\/ul>\n
\u00a0<\/em><\/strong><\/td>\n
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Students are more likely feel defensive or embarrassed by negative feedback<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
Public-general<\/em><\/td>\n \n
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Other students may learn from the feedback<\/li>\n
Students may feel less threatened if their shortcomings are not personally identified<\/li>\n<\/ul>\n
<\/td>\n
\n
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Some students may still not feel \u201csafe\u201d<\/li>\n
Students will not benefit from individualized feedback<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
Private (shared only with the student) <\/em><\/td>\n \n
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Some students may feel \u201csafer\u201d and thus more open to receiving constructive criticisms<\/li>\n
Each student will receive individualized feedback<\/li>\n<\/ul>\n<\/td>\n
\n
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Other students will not benefit from the feedback<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
Impersonal (as provided by rubrics and models, or critiques of work from a different class)<\/em><\/td>\n \n
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There would be no emotion associated to the criticisms, so no defensiveness<\/li>\n<\/ul>\n<\/td>\n
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Students will not benefit from receiving individualized feedback on their own work<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”GRADING” tab_id=”1596144928411-ba7f23e9-01b9″][vc_column_text]<\/p>\n\n\n\n\n\n\n\n
Option:<\/em><\/strong><\/td>\n Advantages<\/em><\/strong><\/td>\n Limitations<\/em><\/strong><\/td>\n<\/tr>\n
No grade<\/em><\/td>\n \n
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Students will likely feel more willing to acknowledge mistakes and shortcomings in their work<\/li>\n<\/ul>\n
\u00a0<\/em><\/strong><\/td>\n
\n
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Some students may not put the needed effort in the work if they perceive that \u201cit doesn\u2019t count\u201d<\/li>\n
Some students may not feel it worth it to pay much attention to the feedback received<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
Effort grade only<\/em><\/td>\n \n
\n
Students will likely feel more willing to acknowledge mistakes and shortcomings in their work<\/li>\n
Students will have an incentive to put effort in the task<\/li>\n<\/ul>\n<\/td>\n
\n
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Some students may still not put in their best effort, and thus gain less benefits from feedback<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
Grade based on quality \u2013 on final revision only<\/em><\/td>\n \n
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Students will have greater incentive to pay attention to feedback received on their drafts and put it to use<\/li>\n
Students will likely feel more willing to acknowledge mistakes and shortcomings in their work<\/li>\n<\/ul>\n<\/td>\n
\n
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Some students may not put the needed effort in their first draft, and thus get less benefits from feedback<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
Grade based on quality \u2013 no revisions allowed<\/em><\/td>\n \n
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Students will have an incentive to do their best job<\/li>\n<\/ul>\n<\/td>\n
\n
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Students may not be as open to negative feedback<\/li>\n
Students will not have an incentive to pay much attention to the feedback<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
[\/vc_column_text][\/vc_tta_section][\/vc_tta_accordion][vc_separator][vc_column_text]<\/p>\n
Useful online tools<\/h2>\n
[\/vc_column_text][vc_tta_accordion active_section=”0″ collapsible_all=”true”][vc_tta_section title=”Learning Management System (LMS)” tab_id=”1597049291627-5e281c2c-79be”][vc_column_text]Any Learning Management Systems (such as Schoology, Google Classrooms, Canvas, Blackboard) has built-in functions that:<\/p>\n
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allow students to submit an electronic copy of their work that it is accessible just to the instructor<\/em>, and to which the instructor could leave private <\/em>comments;<\/em><\/li>\n
allow students to post their work publicly to the rest of the class (usually using the discussion board feature), so they can receive feedback from their classmates as well as the teacher in the form of public <\/em>comments;<\/li>\n
most LMSs also include \u201cgrade books\u201d that make it easy to decide what assignments gets graded and how, and to record those grades in ways that are easy to access.<\/li>\n<\/ul>\n
[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”\u201cSharing\u201d apps” tab_id=”1597049291689-c2555643-4d48″][vc_column_text]Even if your institution has not invested in a Learning Management System, there are stand-alone apps (such as Padlet <\/em>and Flipgrid<\/em>) that allow students to post their work so that it is accessible to other students, as well as the instructor, for feedback in the form public <\/em>comments.\u00a0 However, if the instructor wants to provide feedback to be shared only with the student who did the work, other online tools will need to be considered to (including email).[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”\u201cEditable\u201d text software” tab_id=”1597049355759-8ec9da78-b219″][vc_column_text]Whenever student work involves written text, being able to embed edits and comments in the text itself is a very powerful form of feedback \u2013 from both teacher <\/em>and peers.\u00a0 <\/em>Common examples are using the \u201ctrack-changes\u201d feature of Word, or the capabilities built in Google docs.[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”Voice recording tools” tab_id=”1597049390129-195d7f9c-a917″][vc_column_text]Sometimes leaving an oral comment on students\u2019 work may feel more personal and nuanced.\u00a0 Today\u2019s there are a number of digital voice recording tools (like VoiceThred) <\/em>that can be used to play this function \u2013 often in combination with compatible \u201csharing\u201d apps or LMSs.[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”Platforms allowing for synchronous sessions” tab_id=”1597049422719-32dec2ac-c0d7″][vc_column_text]Platforms like Zoom <\/em>or Google Meet <\/em>allow students to share their work and get feedback in-the-moment <\/em>from both instructor and classmates. Whenever the platform allows for break-out rooms, giving feedback could also occur within a smaller group (thus providing a higher level of privacy).[\/vc_column_text][\/vc_tta_section][\/vc_tta_accordion][\/vc_column][vc_column width=”1\/2″][vc_column_text]<\/p>\n
Options worth considering<\/h2>\n
(click on each item for comments about that option)<\/em>[\/vc_column_text][vc_tta_accordion active_section=”0″ collapsible_all=”true”][vc_tta_section title=”A. Teacher\u2019s in-the-moment feedback during a class activity” tab_id=”1596132968238-0a345053-b4c1″][vc_column_text]<\/p>\n
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Most immediate and potentially helpful<\/li>\n
Other students may benefit from it<\/li>\n
May put the student in question \u201con the spot\u201d<\/li>\n<\/ul>\n
[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”B. Teacher\u2019s general comments on homework” tab_id=”1596132968256-c45f90fd-0661″][vc_column_text]<\/p>\n
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Allows the teacher to provide feedback that may benefit everyone, without making any individual student feel at a disadvantage<\/li>\n
Will not address student-specific issues<\/li>\n<\/ul>\n
[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”C. Teacher\u2019s individual written feedback on student work” tab_id=”1596133010624-501ba905-4f6d”][vc_column_text]<\/p>\n
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Will provide the most individualized feedback, in a way that can be revisited<\/li>\n
It will be sufficiently private<\/li>\n
Student will connect more directly with the teacher<\/li>\n
Other students will not benefit from the feedback<\/li>\n<\/ul>\n
[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”D. Other students\u2019 feedback on first draft, before a grade is assigned” tab_id=”1596133026884-7d196125-d7b3″][vc_column_text]<\/p>\n
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It will provide greater incentive for the other students to do a careful review and provide valuable feedback<\/li>\n
It will provide greater incentive for the \u201cauthor\u201d to pay attention to the feedback received and use it to improve the work<\/li>\n
Other students\u2019 feedback may not always point in the right direction!<\/li>\n<\/ul>\n
[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”E. Classmates\u2019 comments on online discussions” tab_id=”1596133034901-aa27f400-f891″][vc_column_text]<\/p>\n
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It will validate students\u2019 work without being perceived as an evaluation<\/li>\n
Unlikely to provide negative feedback<\/li>\n<\/ul>\n
[\/vc_column_text][\/vc_tta_section][\/vc_tta_accordion][\/vc_column][\/vc_row][vc_row][vc_column][vc_separator][\/vc_column][\/vc_row][vc_row][vc_column][vc_column_text]<\/p>\n
More Teaching Practices<\/h2>\n
Eliciting Prior Knowledge<\/a> |\u00a0 Synthesizing Learning<\/a> |\u00a0 Conveying Content Online<\/a> | Sharing Student Work<\/a> |\u00a0 Giving Direction for Independent Work<\/a><\/p>\n
Back to Main Page<\/a><\/p>\n
[\/vc_column_text][\/vc_column][\/vc_row]<\/p>\n","protected":false},"excerpt":{"rendered":"
[vc_row][vc_column width=”2\/3″][vc_column_text]In-Depth Analysis Prepared by Raffaella Borasi, Center for Learning in the Digital Age Use this webpage as a resource to inform the design of specific learning activities aiming at giving feedback on students\u2019 work. While created specifically for online\/remote settings, many of the considerations reported here are applicable to face-to-face instruction as well.[\/vc_column_text][\/vc_column][vc_column width=”1\/3″][vc_video […]<\/p>\n","protected":false},"author":36,"featured_media":0,"parent":19382,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":""},"class_list":["post-20252","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/www.rochester.edu\/warner\/lida\/wp-json\/wp\/v2\/pages\/20252","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.rochester.edu\/warner\/lida\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.rochester.edu\/warner\/lida\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.rochester.edu\/warner\/lida\/wp-json\/wp\/v2\/users\/36"}],"replies":[{"embeddable":true,"href":"https:\/\/www.rochester.edu\/warner\/lida\/wp-json\/wp\/v2\/comments?post=20252"}],"version-history":[{"count":26,"href":"https:\/\/www.rochester.edu\/warner\/lida\/wp-json\/wp\/v2\/pages\/20252\/revisions"}],"predecessor-version":[{"id":27132,"href":"https:\/\/www.rochester.edu\/warner\/lida\/wp-json\/wp\/v2\/pages\/20252\/revisions\/27132"}],"up":[{"embeddable":true,"href":"https:\/\/www.rochester.edu\/warner\/lida\/wp-json\/wp\/v2\/pages\/19382"}],"wp:attachment":[{"href":"https:\/\/www.rochester.edu\/warner\/lida\/wp-json\/wp\/v2\/media?parent=20252"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}