Peer Review

• The guide provides students with instructions on how to create a concept/literature map. It is beneficial because it gives students another way to organize their research.
• The guide grounds the information in the education discipline and provides research on what is a concept/literature map and conceptual frameworks and how it is useful.
• The guide could be used as part of an assignment or an organization tool that students use independently while compiling research.

The guide was sometimes difficult to follow. In some areas, the guide needed to provide more details within the guide rather than providing links to external sources.  

Relying on citation counts for landmark works may be appropriate at the beginner level, but upper level students may be encouraged to question this as a limited method.

• The guide explicitly states its purpose.
• The guide is set up to introduce concepts progressively in order for students to complete a form step-by-step.
• It could easily be integrated the curriculum assignments. For example, this could be an in class or homework assignment at the beginning of a semester long research assignment.  

• The guide is geared towards students in education field, but this is not mentioned in the purpose or description. In addition, some knowledge of conducting a literature review would be useful in order to fully understand the guide.
• There is not always enough information on the tutorial topics themselves - they mainly serve as a collection of links to the external/ top pages

• The guide presents an engaging and interactive way for students to begin the research process.
• The external pages are clearly organized. Some of the tutorial instructions are clear.

• The guide needs some redesign to make it more cohesive.
• Text was in different fonts and sizes for no reason.
• The headings in the guide within the form, the top headings, and search matrix tutorial do not match. Matching them would make it easier for students to follow.
• The information is in too many places. Students have to look at the form, the search matrix tutorial, categories at the top, and external links. It would be easier to follow if there was just the form and instructions.
• The external content pages didn't always directly relate to what the Google form was asking for, and there were not always enough instructions in the tutorial section for it to be clear
• Because of the Google form's location and font size, it is much more eyecatching than the tutorial links themselves, which could also lead to confusion.
• The boxes on the page are often organized within two columns, making it difficult to understand what order students are supposed to perform the actions.
• Licensing should be clearly stated on the guide (as it is stated in MERLOT).
• Even when students fill out the form, it does not provide them with a completed concept/literature map. It might be easier to have the option to complete the map without having to complete the form.