{"id":237050,"date":"2025-06-19T11:50:19","date_gmt":"2025-06-19T11:50:19","guid":{"rendered":"https:\/\/ascnet.ie\/techmate\/?page_id=237050"},"modified":"2025-09-16T14:46:33","modified_gmt":"2025-09-16T14:46:33","slug":"pair-programming","status":"publish","type":"page","link":"https:\/\/ascnet.ie\/techmate\/actions\/pair-programming\/","title":{"rendered":"Pair Programming &#8211; Action"},"content":{"rendered":"<p>[et_pb_section fb_built=&#8221;1&#8243; fullwidth=&#8221;on&#8221; _builder_version=&#8221;4.27.2&#8243; _module_preset=&#8221;default&#8221; box_shadow_style=&#8221;preset3&#8243; global_colors_info=&#8221;{}&#8221;][et_pb_fullwidth_header title=&#8221;Pair Programming&#8221; button_one_text=&#8221;Back to All actions&#8221; button_one_url=&#8221;https:\/\/ascnet.ie\/techmate\/actions\/&#8221; _builder_version=&#8221;4.27.2&#8243; _module_preset=&#8221;default&#8221; title_font_size=&#8221;25px&#8221; background_color=&#8221;#021024&#8243; custom_button_one=&#8221;on&#8221; button_one_text_size=&#8221;15px&#8221; button_one_text_color=&#8221;#000000&#8243; button_one_bg_color=&#8221;#FFFFFF&#8221; button_one_border_color=&#8221;#000000&#8243; custom_margin=&#8221;||-35px|||&#8221; custom_padding=&#8221;17px||11px|||&#8221; global_colors_info=&#8221;{}&#8221;][\/et_pb_fullwidth_header][\/et_pb_section][et_pb_section fb_built=&#8221;1&#8243; _builder_version=&#8221;4.27.2&#8243; _module_preset=&#8221;default&#8221; custom_margin=&#8221;||-1px|||&#8221; custom_padding=&#8221;||46px|||&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_row column_structure=&#8221;2_5,3_5&#8243; _builder_version=&#8221;4.27.2&#8243; _module_preset=&#8221;default&#8221; custom_padding=&#8221;||102px|||&#8221; border_color_all=&#8221;RGBA(255,255,255,0)&#8221; border_style_all=&#8221;none&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_column type=&#8221;2_5&#8243; _builder_version=&#8221;4.27.2&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_code _builder_version=&#8221;4.27.2&#8243; _module_preset=&#8221;default&#8221; border_color_all=&#8221;RGBA(255,255,255,0)&#8221; global_colors_info=&#8221;{}&#8221;]<\/p>\n<div id=\"menu-buttons\"><!-- [et_pb_line_break_holder] -->    <button class=\"sidebar-btn\" data-target=\"action-desc\">What is the Action?<\/button><!-- [et_pb_line_break_holder] -->    <button class=\"sidebar-btn\" data-target=\"action-facts\">Quick Facts to Support this Action<\/button><!-- [et_pb_line_break_holder] -->    <button class=\"sidebar-btn\" data-target=\"action-guide\">Ways to Implement This Action<\/button><!-- [et_pb_line_break_holder] -->        <button class=\"sidebar-btn\" data-target=\"action-remote\">Remote Pair programming<\/button><!-- [et_pb_line_break_holder] -->    <button class=\"sidebar-btn\" data-target=\"action-eval\">Evaluation Approach<\/button><!-- [et_pb_line_break_holder] -->    <button class=\"sidebar-btn\" data-target=\"action-references\">References<\/button><!-- [et_pb_line_break_holder] --><\/div>\n<p><!-- [et_pb_line_break_holder] --><script><!-- [et_pb_line_break_holder] -->    document.addEventListener(\"DOMContentLoaded\", function () {<!-- [et_pb_line_break_holder] -->    const buttons = document.querySelectorAll(\".sidebar-btn[data-target]\");<!-- [et_pb_line_break_holder] -->    const contentBlocks = document.querySelectorAll(\".content-block\");<!-- [et_pb_line_break_holder] -->    const dropdownToggles = document.querySelectorAll(\".dropdown-toggle\");<!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->    buttons.forEach(button => {<!-- [et_pb_line_break_holder] -->        button.addEventListener(\"click\", () => {<!-- [et_pb_line_break_holder] -->        const targetId = button.getAttribute(\"data-target\");<!-- [et_pb_line_break_holder] -->        if (targetId) {<!-- [et_pb_line_break_holder] -->            \/\/ Hide all content blocks<!-- [et_pb_line_break_holder] -->            contentBlocks.forEach(block => block.style.display = \"none\");<!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->            \/\/ Show the selected one<!-- [et_pb_line_break_holder] -->            const target = document.getElementById(targetId);<!-- [et_pb_line_break_holder] -->            if (target) {<!-- [et_pb_line_break_holder] -->                target.style.display = \"block\";<!-- [et_pb_line_break_holder] -->                const yOffset = -80; 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_builder_version=&#8221;4.27.2&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_text admin_label=&#8221;Description&#8221; module_id=&#8221;action-desc&#8221; module_class=&#8221;content-block&#8221; _builder_version=&#8221;4.27.2&#8243; _module_preset=&#8221;default&#8221; text_text_color=&#8221;gcid-body-color&#8221; text_font_size=&#8221;15px&#8221; text_line_height=&#8221;1.8em&#8221; background_color=&#8221;RGBA(255,255,255,0)&#8221; custom_margin=&#8221;||-100px|||&#8221; border_color_all=&#8221;RGBA(255,255,255,0)&#8221; global_colors_info=&#8221;{%22gcid-body-color%22:%91%22text_text_color%22%93}&#8221;]<\/p>\n<h3>What is the Action?<\/h3>\n<p>Pair students together in the class\/lab setting for practical work. Pair programming is a social process that involves two collaborators who work and own the code together. One of the programmers, the \u201cdriver\u201d is responsible for entering the code. The other programmer, the \u201cnavigator\u201d, sits next to the driver and offers suggestions, as well as monitors possible errors. It is common to reverse the roles frequently.<\/p>\n<p>This action can be used in introductory courses as well as in more advanced modules.<\/p>\n<p><a href=\"https:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/15391523.2014.888272\" target=\"_blank\" rel=\"noopener\">Less experienced students benefit the most<\/a> from the pair programming.<\/p>\n<p>[\/et_pb_text][et_pb_text admin_label=&#8221;Facts&#8221; module_id=&#8221;action-facts&#8221; module_class=&#8221;content-block&#8221; _builder_version=&#8221;4.27.2&#8243; _module_preset=&#8221;default&#8221; text_text_color=&#8221;gcid-body-color&#8221; text_font_size=&#8221;15px&#8221; text_line_height=&#8221;1.8em&#8221; background_color=&#8221;RGBA(255,255,255,0)&#8221; custom_margin=&#8221;||-100px|||&#8221; custom_css_free_form=&#8221;||&#8221; border_color_all=&#8221;RGBA(255,255,255,0)&#8221; global_colors_info=&#8221;{%22gcid-body-color%22:%91%22text_text_color%22%93}&#8221;]<\/p>\n<h3>Quick Facts to Support this Action<\/h3>\n<ul>\n<li><span>Pair programming can <a href=\"https:\/\/dl.acm.org\/doi\/abs\/10.1145\/1060071.1060075\" target=\"_blank\" rel=\"noopener\">help women persist in computing majors.<\/a><\/span><\/li>\n<\/ul>\n<blockquote class=\"testimonial-box\">\n<p>Having women work in a pair with another woman <a href=\"https:\/\/dl.acm.org\/doi\/10.1145\/3304221.3319782\" target=\"_blank\" rel=\"noopener\">leads to accomplishing a greater portion of an assignment.<\/a><\/p>\n<\/blockquote>\n<ul>\n<li><span>Pair programming with <a href=\"https:\/\/arxiv.org\/abs\/2304.08940\" target=\"_blank\" rel=\"noopener\">all-female pairs is known to improve the gap previously documented on code quality<\/a> and complexity differences between different genders.<\/span><\/li>\n<\/ul>\n<ul><\/ul>\n<p>[\/et_pb_text][et_pb_text admin_label=&#8221;who would benefit&#8221; module_id=&#8221;action-who&#8221; module_class=&#8221;content-block&#8221; _builder_version=&#8221;4.27.2&#8243; _module_preset=&#8221;default&#8221; text_text_color=&#8221;gcid-body-color&#8221; text_font_size=&#8221;15px&#8221; text_line_height=&#8221;1.8em&#8221; header_line_height=&#8221;1.8em&#8221; background_enable_color=&#8221;off&#8221; custom_margin=&#8221;||-100px|||&#8221; border_color_all=&#8221;RGBA(255,255,255,0)&#8221; global_colors_info=&#8221;{%22gcid-body-color%22:%91%22text_text_color%22%93}&#8221;]<\/p>\n<h3>Who would benefit from this Action?<\/h3>\n<p><a href=\"https:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/15391523.2014.888272\" target=\"_blank\" rel=\"noopener\">Less experienced students benefit the most<\/a> from the pair programming.<\/p>\n<p>[\/et_pb_text][et_pb_text admin_label=&#8221;guide&#8221; module_id=&#8221;action-guide&#8221; module_class=&#8221;content-block&#8221; _builder_version=&#8221;4.27.2&#8243; _module_preset=&#8221;default&#8221; text_text_color=&#8221;gcid-body-color&#8221; text_font_size=&#8221;15px&#8221; text_line_height=&#8221;1.8em&#8221; background_color=&#8221;RGBA(255,255,255,0)&#8221; custom_margin=&#8221;||-100px|||&#8221; border_color_all=&#8221;RGBA(255,255,255,0)&#8221; global_colors_info=&#8221;{%22gcid-body-color%22:%91%22text_text_color%22%93}&#8221;]<\/p>\n<h3>Ways to Implement this Action<\/h3>\n<p>\u00a0Explore each of the steps by expanding options below.<\/p>\n<h3>Step-by-Step Guide<\/h3>\n<p class=\"text-dropdown\"><a href=\"#\" onclick=\"toggleDiv('exercise'); return false;\">\u27a4 Select Exercise<\/a><\/p>\n<div id=\"exercise\" class=\"dropdown-content\">Select one practical exercise you would like the action to be performed on. Make lab attendance mandatory for this work, so that assistance can be offered to students on-site where required.<\/div>\n<p class=\"text-dropdown\"><a href=\"#\" onclick=\"toggleDiv('explain'); return false;\">\u27a4 Give Brief Explanation<\/a><\/p>\n<div id=\"explain\" class=\"dropdown-content\">On the first day of the class give students a brief explanation of 10\u201315-minute duration of what pair programming is and share the Williams and Kessler\u2019s paper <a href=\"https:\/\/dl.acm.org\/doi\/10.1145\/332833.332848\" target=\"_blank\" rel=\"noopener\">\u201cAll I Really Need to Know About Pair Programming I Learned in Kindergarten\u201d<\/a> for a home read.<\/div>\n<p class=\"text-dropdown\"><a href=\"#\" onclick=\"toggleDiv('option'); return false;\">\u27a4 Optional Step<\/a><\/p>\n<div id=\"option\" class=\"dropdown-content\">(Optional) Ask students to submit a list of three names of potential partners and subsequently assign them based on these preferences. Assign women to work with women where possible.<\/div>\n<p class=\"text-dropdown\"><a href=\"#\" onclick=\"toggleDiv('switch'); return false;\">\u27a4 Switch Frequently<\/a><\/p>\n<div id=\"switch\" class=\"dropdown-content\">Encourage students to frequently switch between the driver and the navigator role, every 15 minutes for an hourly coding session.<\/div>\n<p class=\"text-dropdown\"><a href=\"#\" onclick=\"toggleDiv('understand'); return false;\">\u27a4 Ensure Student Understanding<\/a><\/p>\n<div id=\"understand\" class=\"dropdown-content\">During lab sessions, ensure that students understand the principles of the pair programming and help them if needed.<\/div>\n<p>\n<script>\n    function toggleDiv(id) {\n      var x = document.getElementById(id);\n      x.style.display = (x.style.display === \"none\" || x.style.display === \"\") ? \"block\" : \"none\";\n    }\n<\/script>\n<\/p>\n<p>[\/et_pb_text][et_pb_text admin_label=&#8221;remote&#8221; module_id=&#8221;action-remote&#8221; module_class=&#8221;content-block&#8221; _builder_version=&#8221;4.27.2&#8243; _module_preset=&#8221;default&#8221; text_text_color=&#8221;gcid-body-color&#8221; text_font_size=&#8221;15px&#8221; text_line_height=&#8221;1.8em&#8221; background_color=&#8221;RGBA(255,255,255,0)&#8221; custom_margin=&#8221;||-100px|||&#8221; border_color_all=&#8221;RGBA(255,255,255,0)&#8221; global_colors_info=&#8221;{%22gcid-body-color%22:%91%22text_text_color%22%93}&#8221;]<\/p>\n<h3><span>Remote Pair Programming<\/span><\/h3>\n<p>Women\u2019s experience with remote pair programming has proven to be quite different to men\u2019s. Women tend to report <a href=\"https:\/\/dl.acm.org\/doi\/abs\/10.1145\/3432952\" target=\"_blank\" rel=\"noopener\">higher level of stress and lower level of perceived competence<\/a> during the process of remote programming.<\/p>\n<p>Additionally, research indicates that in a remote pair-programming setting men tend to make gender-based assumptions about women and <a href=\"https:\/\/ieeexplore.ieee.org\/document\/9576394\" target=\"_blank\" rel=\"noopener\">women can feel dominated and interrupted with their male partners<\/a>. Therefore, it is not advised to implement this action where remote programming is the only option for students.<\/p>\n<p>\n<script>\n    function toggleDiv(id) {\n      var x = document.getElementById(id);\n      x.style.display = (x.style.display === \"none\" || x.style.display === \"\") ? \"block\" : \"none\";\n    }\n<\/script>\n<\/p>\n<p>[\/et_pb_text][et_pb_text admin_label=&#8221;eval&#8221; module_id=&#8221;action-eval&#8221; module_class=&#8221;content-block&#8221; _builder_version=&#8221;4.27.2&#8243; _module_preset=&#8221;default&#8221; text_text_color=&#8221;gcid-body-color&#8221; text_font_size=&#8221;15px&#8221; text_line_height=&#8221;1.8em&#8221; background_color=&#8221;RGBA(255,255,255,0)&#8221; custom_margin=&#8221;||-100px|||&#8221; hover_enabled=&#8221;0&#8243; border_color_all=&#8221;RGBA(255,255,255,0)&#8221; global_colors_info=&#8221;{%22gcid-body-color%22:%91%22text_text_color%22%93}&#8221; sticky_enabled=&#8221;0&#8243;]<\/p>\n<h3><span>Evaluation Approach<\/span><\/h3>\n<ul>\n<li><span>To assess the impact of pair programming on interest, perceptions, and performance in computer science coursework, US study <a href=\"https:\/\/dl.acm.org\/doi\/fullHtml\/10.1145\/3440759\" target=\"_blank\" rel=\"noopener\" title=\"The impact of pair programming on college students\u2019 interest, perceptions, and achievement in computer science\">The impact of pair programming on college students\u2019 interest, perceptions, and achievement in computer science<\/a> used student surveys with items such as interest, intentions to take more computing courses, comfort\/confidence, lack of anxiety and performance\/drop out statistics. Below are items and response options for outcome measures from the mentioned study that had nearly 2000 undergraduate participants in nearly 100 lab sessions.<\/span><span><\/span><\/li>\n<\/ul>\n<table class=\"table\">\n<thead valign=\"middle\">\n<tr>\n<th align=\"left\">Outcome Variable<\/th>\n<th align=\"center\">Original Item Phrasing<\/th>\n<th align=\"center\">Response Option Endpoints<\/th>\n<\/tr>\n<\/thead>\n<tbody valign=\"middle\">\n<tr>\n<td align=\"left\">Interest in Computer Science<\/td>\n<td align=\"center\">How interested are you in computer science?<\/td>\n<td align=\"center\">1 = Not at all interested<br \/>5 = Very interested<\/td>\n<\/tr>\n<tr>\n<td align=\"left\">Interest in Computer Programming<\/td>\n<td align=\"center\">How interested are you in computer programming?<\/td>\n<td align=\"center\">1 = Not at all interested<br \/>5 = Very interested<\/td>\n<\/tr>\n<tr>\n<td align=\"left\">Interest in Course Content<\/td>\n<td align=\"center\">How interested are you in the content of this particular course?<\/td>\n<td align=\"center\">1 = Not at all interested<br \/>5 = Very interested<\/td>\n<\/tr>\n<tr>\n<td align=\"left\">Plan to Take More CS Courses<\/td>\n<td align=\"center\">What are the chances that you will take more computer science coursework in the future?<\/td>\n<td align=\"center\">1 = 0% (no chance)<br \/>7 = 100% (absolutely certain)<\/td>\n<\/tr>\n<tr>\n<td align=\"left\">Comfort in CS Course<\/td>\n<td align=\"center\">How comfortable do you feel about taking this computer science course?<\/td>\n<td align=\"center\">1 = Not at all comfortable<br \/>5 = Very comfortable<\/td>\n<\/tr>\n<tr>\n<td align=\"left\">Confidence in CS Skills<\/td>\n<td align=\"center\">How confident are you in your computer science skills?<\/td>\n<td align=\"center\">1 = Not at all confident<br \/>5 = Very confident<\/td>\n<\/tr>\n<tr>\n<td align=\"left\">Lack of anxiety about CS<\/td>\n<td align=\"center\">How anxious are you about computer science?<\/td>\n<td align=\"center\">1 = Very anxious<br \/>5 = Not at all anxious<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<ul>\n<li><span>When asking to submit the practical work, to see quantitative records of the process, ask pairs to also submit logs indicating the amount of time spent on the exercise for each session (depending on how many sessions of programming are allocated to this part of the course. They should include hours outside of the class\/lab time as well). The logs should contain the information on time spent driving, reviewing, and alone.<\/span><\/li>\n<li><span>If you would like additional feedback, ask students to submit a short description on their level of confidence in their solution, how much they enjoyed working on this assignment and how satisfied they were with the process.<\/span><\/li>\n<\/ul>\n<p>[\/et_pb_text][et_pb_text admin_label=&#8221;consider&#8221; module_id=&#8221;action-consider&#8221; module_class=&#8221;content-block&#8221; _builder_version=&#8221;4.27.2&#8243; _module_preset=&#8221;default&#8221; text_text_color=&#8221;gcid-body-color&#8221; text_font_size=&#8221;15px&#8221; text_line_height=&#8221;1.8em&#8221; background_color=&#8221;RGBA(255,255,255,0)&#8221; custom_margin=&#8221;||-100px|||&#8221; border_color_all=&#8221;RGBA(255,255,255,0)&#8221; global_colors_info=&#8221;{%22gcid-body-color%22:%91%22text_text_color%22%93}&#8221;]<\/p>\n<h3><span>Next Actions to Consider<\/span><\/h3>\n<p><span>Consider using this action along with some others, such as <a href=\"https:\/\/ascnet.ie\/techmate\/personalised-feedback\/\" target=\"_blank\" rel=\"noopener\">Personalised Emails<\/a> or <a href=\"https:\/\/ascnet.ie\/techmate\/class-lab-dynamics\/\" target=\"_blank\" rel=\"noopener\">Class\/Lab Dynamics.<\/a>\u00a0<\/span><\/p>\n<p>[\/et_pb_text][et_pb_text admin_label=&#8221;References&#8221; module_id=&#8221;action-references&#8221; module_class=&#8221;content-block&#8221; _builder_version=&#8221;4.27.2&#8243; _module_preset=&#8221;default&#8221; text_text_color=&#8221;gcid-body-color&#8221; text_font_size=&#8221;15px&#8221; text_line_height=&#8221;1.8em&#8221; background_color=&#8221;RGBA(255,255,255,0)&#8221; custom_margin=&#8221;||-100px|||&#8221; border_color_all=&#8221;RGBA(255,255,255,0)&#8221; global_colors_info=&#8221;{%22gcid-body-color%22:%91%22text_text_color%22%93}&#8221;]<\/p>\n<div class=\"boxed\">\n<p>Albarakati, N., DiPippo, L., and Fay-Wolfe, V. 2021. <a href=\"https:\/\/dl.acm.org\/doi\/10.1145\/3441636.3442314\" target=\"_blank\" rel=\"noopener\">Rethinking CS0 to Improve Performance and Retention.<\/a> In Australasian Computing Education Conference (ACE \u201921). Association for Computing Machinery, New York, NY, USA, 131\u2013137.<\/p>\n<p>Bevan, J., Werner, L., and McDowell, C. 2002. <a href=\"https:\/\/dl.acm.org\/doi\/10.5555\/872751.873501\" target=\"_blank\" rel=\"noopener\">Guidelines for the use of pair programming in a freshman programming class<\/a>. In Proceedings of the Conference on Software Engineering Education and Training.<\/p>\n<p><span>Bowman, N.A., Jarratt, L., Culver, K.C. and Segre, A.M., 2021. <a href=\"https:\/\/dl.acm.org\/doi\/fullHtml\/10.1145\/3440759\" target=\"_blank\" rel=\"noopener\">The impact of pair programming on college students\u2019 interest, perceptions, and achievement in computer science.<\/a>\u00a0<\/span><i>ACM Transactions on Computing Education<\/i><span>,\u00a0<\/span><i>21<\/i><span>(3), pp.1-19.<\/span><\/p>\n<p>Denner, J., Werner, L., Campe, S. and Ortiz, E., 2014. <a href=\"https:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/15391523.2014.888272\" target=\"_blank\" rel=\"noopener\">Pair programming: Under what conditions is it advantageous for middle school students?<\/a>. 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Interact. 4, CSCW3, Article 253 (December 2020), 29 pages.<\/p>\n<\/div>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":"<p>What is the Action? Pair students together in the class\/lab setting for practical work. Pair programming is a social process that involves two collaborators who work and own the code together. One of the programmers, the \u201cdriver\u201d is responsible for entering the code. The other programmer, the \u201cnavigator\u201d, sits next to the driver and offers [&hellip;]<\/p>\n","protected":false},"author":3,"featured_media":0,"parent":236654,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"categories":[],"tags":[27,34,38,39,40],"class_list":["post-237050","page","type-page","status-publish","hentry","tag-aca1","tag-newst1","tag-ret1","tag-stim1","tag-under1"],"_links":{"self":[{"href":"https:\/\/ascnet.ie\/techmate\/wp-json\/wp\/v2\/pages\/237050","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/ascnet.ie\/techmate\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/ascnet.ie\/techmate\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/ascnet.ie\/techmate\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/ascnet.ie\/techmate\/wp-json\/wp\/v2\/comments?post=237050"}],"version-history":[{"count":18,"href":"https:\/\/ascnet.ie\/techmate\/wp-json\/wp\/v2\/pages\/237050\/revisions"}],"predecessor-version":[{"id":237688,"href":"https:\/\/ascnet.ie\/techmate\/wp-json\/wp\/v2\/pages\/237050\/revisions\/237688"}],"up":[{"embeddable":true,"href":"https:\/\/ascnet.ie\/techmate\/wp-json\/wp\/v2\/pages\/236654"}],"wp:attachment":[{"href":"https:\/\/ascnet.ie\/techmate\/wp-json\/wp\/v2\/media?parent=237050"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/ascnet.ie\/techmate\/wp-json\/wp\/v2\/categories?post=237050"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/ascnet.ie\/techmate\/wp-json\/wp\/v2\/tags?post=237050"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}