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  1. Welcome • Welcome to the MERLOT Peer Review Tutorial. In this tutorial, you will learn how to write a Peer Review Report. Peer Review Reports from at least two reviewers are combined and the composite peer review is posted on the MERLOT website. For each field in the Peer Review Report, the tutorial will: - outline guidelines for describing and evaluating learning material, - provide examples, - and allow you to practice writing your own Peer Review Report.

  2. Next Previous Menu Quit Welcome > Navigating the Tutorial • To navigate through the tutorial, use the Next button in the lower right corner. • Occasionally, you will find links to websites outside of this tutorial. To get back to the tutorial, simply close the browser window that opens. The tutorial should be visible again once the browser is closed. Navigating the Tutorial Use the Next button to navigate sequentially through the tutorial. Use the Previous button to go back one page. Use the Menu button to go to a list of sections in the tutorial. From the Menu, you may link to any section of the tutorial. Use the Quit button to Exit the tutorial. Save your work before exiting PowerPoint.

  3. Welcome > Saving Your Work • Throughout this tutorial, you will be asked to write your own peer review, one field at a time. You will type each field in a text box. Your text can then be saved and emailed to your Editor. • In order to save your work, follow the instructions provided in the box to the right. • If you want to take a break and return to the tutorial at another time, remember to save before you exit. Saving Your Work 1. Use the Quit button to exit the tutorial. Click “Yes” when asked if you are sure you want to quit. 2. Save the PowerPoint with your responses using a new file name (include your name in the file name; e.g., “jsmithtutorial.ppt”). 3. Exit the PowerPoint. To restart the tutorial where you left off, open the new file, and use the menu to find where you left off. Previous

  4. Menu of the Peer Review Tutorial • Welcome • Navigating this tutorial • Saving your work • What is a Peer Review report? • First section of the Peer Review: Description • 1. Overview: an abstract of the learning material • 2. Learning Goal(s) : what the learner will accomplish • 3. Target Student Population : who learns from learning material • 4. Prerequisite Knowledge : knowledge or skill a learner needs to use the learning material • 5. Type of Material : one of nine categories of MERLOT learning materials • 6. Recommended Use(s) : a purpose the learning material may be used • 7. Technical Requirements : the technical specifications for using the learning material • Second section of the Peer Review: Evaluations and Observations • 1. Quality of Content : validity and significance of the learning material • 2. Potential Effectiveness as a Teaching/Learning Tool : likelihood of enhancing teaching/ learning • 3. Ease of Use : ease in which students interact with the learning material To start the tutorial, click Next.

  5. What is a Peer Review Report? • What is a Peer Review Report? • Peer Reviews posted on the MERLOT website are composed from reports by at least two Peer Reviewers. The Peer Review Report is made up of thirteen individual fields organized into two sections. You will learn about each field in detail in this tutorial. • The Description section provides the pedagogical context for the learning material, such as the learning goals, target student population, and prerequisite knowledge. • The Evaluation and Observations section provides the review of the teaching-learning material, based on MERLOT’s evaluation standards.

  6. First Section of the Peer Review: Description • Welcome to the Description section of this tutorial. • The Description section is made up of the following seven fields to describe the teaching-learning material: • 1. Overview: an abstract of the learning material • 2. Learning Goal(s) : what the learner will accomplish • 3. Target Student Population : who learns from learning material • 4. Prerequisite Knowledge : knowledge or skill a learner needs to use the learning material • 5. Type of Material : one of nine categories of MERLOT learning materials • 6. Recommended Use(s) : purpose(s) for which the learning material may be used • 7. Technical Requirements : the technical specifications for using the learning material Click Next to begin learning about each section of the Description.

  7. Description > Field 1 of 7 of the Description Section 1. The Overview • The Overview: • The first field in a Peer Review Report is a brief, descriptive abstract of the teaching-learning material. • A good Overview will help the user to decide if the material is worth further exploration or selection. • Let’s take a closer look at how an Overview is written…

  8. Description > Field 1 of 7 of the Description Section 1. The Overview • The Overview contains at least the following five parts: • Type of material • Target Student Population • Learning goals • Subject matter • Features Click here to see an animation of each part highlighted in the example below. After watching the animation, you will have a chance to rollover each part to see the example highlighted again. The Balloon Factory is a case study that ties together the various business functions, including production, marketing, accounting, and purchasing, of a real company. It includes a Teacher’s Guide and provides many student resources, such as explanations of business functions, virtual tours, theories, worksheets with questions, and issues faced by the company. A glossary of terms helps with balloon jargon. Business students can become more aware of how real businesses function, learn to make decisions about various fields in an organization, and apply theories, such as supply and demand, to a real business situation. Next

  9. Description > Field 1 of 7 of the Description Section 1. The Overview • The Overview contains at least the following five parts: • Type of material • Target Student Population • Learning goals • Subject matter • Features The Balloon Factory is a case study that ties together the various business functions, including production, marketing, accounting, and purchasing, of a real company. It includes a Teacher’s Guide and provides many student resources, such as explanations of business functions, virtual tours, theories, worksheets with questions, and issues faced by the company. A glossary of terms helps with balloon jargon. Business students can become more aware of how real businesses function, learn to make decisions about various fields in an organization, and apply theories, such as supply and demand, to a real business situation.

  10. Description > Field 1 of 7 of the Description Section 1. The Overview • The Overview contains at least the following five parts: • Type of material • Target Student Population • Learning goals • Subject matter • Features The Balloon Factory is a case study that ties together the various business functions, including production, marketing, accounting, and purchasing, of a real company. It includes a Teacher’s Guide and provides many student resources, such as explanations of business functions, virtual tours, theories, worksheets with questions, and issues faced by the company. A glossary of terms helps with balloon jargon. Business students can become more aware of how real businesses function, learn to make decisions about various fields in an organization, and apply theories, such as supply and demand, to a real business situation.

  11. Description > Field 1 of 7 of the Description Section 1. The Overview • The Overview contains at least the following five parts: • Type of material • Target Student Population • Learning goals • Subject matter • Features The Balloon Factory is a case study that ties together the various business functions, including production, marketing, accounting, and purchasing, of a real company. It includes a Teacher’s Guide and provides many student resources, such as explanations of business functions, virtual tours, theories, worksheets with questions, and issues faced by the company. A glossary of terms helps with balloon jargon. Business students can become more aware of how real businesses function, learn to make decisions about various fields in an organization, and apply theories, such as supply and demand, to a real business situation.

  12. Description > Field 1 of 7 of the Description Section 1. The Overview • The Overview contains at least the following five parts: • Type of material • Target Student Population • Learning goals • Subject matter • Features The Balloon Factory is a case study that ties together the various business functions, including production, marketing, accounting, and purchasing, of a real company. It includes a Teacher’s Guide and provides many student resources, such as explanations of business functions, virtual tours, theories, worksheets with questions, and issues faced by the company. A glossary of terms helps with balloon jargon. Business students can become more aware of how real businesses function, learn to make decisions about various fields in an organization, and apply theories, such as supply and demand, to a real business situation.

  13. Description > Field 1 of 7 of the Description Section 1. The Overview • The Overview contains at least the following five parts: • Type of material • Target Student Population • Learning goals • Subject matter • Features The Balloon Factory is a case study that ties together the various business functions, including production, marketing, accounting, and purchasing, of a real company. It includes a Teacher’s Guide and provides many student resources, such as explanations of business functions, virtual tours, theories, worksheets with questions, and issues faced by the company. A glossary of terms helps with balloon jargon. Business students can become more aware of how real businesses function, learn to make decisions about various fields in an organization, and apply theories, such as supply and demand, to a real business situation.

  14. Description > Field 1 of 7 of the Description Section 1. The Overview • The Overview contains at least the following five parts: • Type of material • Type of material • Target Student Population • Target Student Population • Learning goals • Learning goals • Subject matter • Subject matter • Features • Features Rollover each part to see the example highlighted again. The Balloon Factory is a case study that ties together the various business functions, including production, marketing, accounting, and purchasing, of a real company. It includes a Teacher’s Guide and provides many student resources, such as explanations of business functions, virtual tours, theories, worksheets with questions, and issues faced by the company. A glossary of terms helps with balloon jargon. Business students can become more aware of how real businesses function, learn to make decisions about various fields in an organization, and apply theories, such as supply and demand, to a real business situation. Previous

  15. Description > Field 1 of 7 of the Description Section Practice Writing the Overview • Now it’s your turn! Write a Overview for Gas Law Program: • Click here to view Gas Law Program at http://intro.chem.okstate.edu/1314F00/Laboratory/GLP.htm. • Spend just 10 minutes reviewing the site and drafting an overview to familiarize yourself with the process. Later, we will provide more details and another chance to practice. Type your Overview here: Expert’s Overview: The “Gas Law Program” is a simulation that demonstrates gas laws. It allows students to vary conditions, such as pressure, volume, molecules of gas, and temperature and observe the effects on a gas sample. It provides a plot of velocity distributions and plots relationships between variables. A document is included that provides guided activities. High School or University students of Chemistry or Physics can appreciate and understand the relationships between gas pressure, volume, and temperature After you have written your Overview, click here to compare yours to the expert’s. If you wish to edit your Overview, do so now, before continuing.

  16. Description > Field 1 of 7 of the Description Section Writing the Overview • Did you notice that the overview does not include evaluative statements? The Overview merely describes the material. • Three parts of the Overview, the Type of Material, Target Student Population, and Learning Goals, are also found in other fields of the Description. You will learn more about writing these other fields in future sections of this tutorial. Two parts of the overview can not be found in other fields of the peer review report -- the subject matter and the features. Subject matter refers to the key terms or topic areas reflecting the content of the material. You can often find this information from the home page of the learning material. The next page provides details about features.

  17. Description > Field 1 of 7 of the Description Section Writing the Overview • While reviewing the leaning material, take note of all the important learning components and features. • Features might include: •  Images/graphics •  Video •  Audio •  Quizzes (with immediate feedback) •  Other Interactivity •  Learning assignments •  Teacher’s guide •  Links to related material •  Glossary of terms

  18. Description > Field 1 of 7 of the Description Section Writing the Overview • You might also want to include other descriptions of the material in the Overview, such as: • Reference or credit to the author, host, or sponsor of the material. • A statement describing the material as part of a series of sites or learning modules. List the sites that follow and/or precede the material you are reviewing. • Information about potential costs involved in using the module. • Additional websites by the author that might be used with the module. e.g., “The UC Berkeley Digital Library, sponsored by the National Science Foundation, is a large project containing…” e.g., “This is the first section of a three-section tutorial.” e.g., “This is a commercial site that requires a license fee.” e.g., “This site may be used in conjunction with Molecular Genetics at www.example.exp.”

  19. Description > Field 1 of 7 of the Description Section Practice Writing the Overview • Now it’s your turn! Write a Overview for DNA from the Beginning: • Click here to view DNA from the Beginning at http://www.dnaftb.org/dnaftb/. Type your Overview here: Expert’s Overview: "DNA From the Beginning" is a series of tutorials covering the major areas of genetics and heredity, DNA structure and function, and genome organization and expression. Each animated tutorial includes an in-depth examination of basic experimental design(s)., multiple choice questions requiring interpretation of the experimental results, historical photographs of researchers, lab, and laboratory equipment used in the experiments, audio interviews with researchers who discuss the concept in more detail; biographies about key scientists, as well as links to additional relevant sites. After you have written your Overview, click here to compare yours to the expert’s. If you wish to edit your Overview, do so now, before continuing. Previous

  20. Description > Field 2 of 7 of the Description Section 2. Learning Goal(s) • Learning Goal(s): • The second field in the Peer Review Report describes what the learner will accomplish by using the learning material. • - What knowledge or skills will the learner gain by using the material? • - What will the learner be able to achieve after using the material? • Let’s take a closer look at how Learning Goals are written…

  21. Description > Field 2 of 7 of the Description Section 2. Learning Goal(s) • Learning Goals are written from the perspective of the student or learner. • For example… • “The student will be able to demonstrate [skill or skills].” • “The student will be able to express a deeper understanding of [theory, theories, or concepts].” • “The student will be able to apply the [concepts] to [real life scenarios].” • “The student will be able to exhibit an appreciation for [theory, art, literature, idea, phenomena].”

  22. Description > Field 2 of 7 of the Description Section Writing the Learning Goal(s) • Let’s take the example of the Cameron Virtual Balloon Factory. • This site is an extensive business case study of the Cameron Balloons Factory. To portray the company, the site includes interactive photographic virtual tours of the factory, a glossary of balloon jargon, detailed explanations and examples of business issues and staff in the areas of production, design, accounts, and marketing. It also offers explanations of theories, worksheets, questions, and a teacher’s guide. An example of a Learning Goal for the Cameron Virtual Balloon Factory: Students will be more aware of how real businesses function, and be able to make decisions about various fields in an organization, and apply theories, such as supply and demand, to a real business situation.

  23. Description > Field 2 of 7 of the Description Section Practice Writing the Learning Goal(s) Test your understanding of Learning Goals. Click on the correct response: Which of these statements represents a Learning Goal? The site will provide students with a better understanding of molecular genetics. This provides material about molecular genetics. Beginning business students will have access to glossaries and reference material about molecular genetic Students will be able to correctly describe mapping strategies in molecular genetics. Explains and demonstrates mapping strategies in molecular genetics.

  24. Previous Description > Field 2 of 7 of the Description Section Practice Writing the Learning Goal(s) Test your understanding of Learning Goals. Click on the correct response: Which of these statements represents a Learning Goal? The site will provide students with a better understanding of molecular genetics. This provides material about molecular genetics. Beginning business students will have access to glossaries and reference material about molecular genetic Students will be able to correctly describe mapping strategies in molecular genetics. Explains and demonstrates mapping strategies in molecular genetics. This statement describes what students will learn, but does not take the students perspective. Learning goals are written from the perspective of the student. Try Again. To click next, you must first choose the correct answer.

  25. Previous Description > Field 2 of 7 of the Description Section Practice Writing the Learning Goal(s) Test your understanding of Learning Goals. Click on the correct response: Which of these statements represents a Learning Goal? The site will provide students with a better understanding of molecular genetics. This provides material about molecular genetics. Beginning business students will have access to glossaries and reference material about molecular genetic Students will be able to correctly describe mapping strategies in molecular genetics. Explains and demonstrates mapping strategies in molecular genetics. This statement describes the site, not a learning goal. Try again. To click next, you must first choose the correct answer.

  26. Previous Description > Field 2 of 7 of the Description Section Practice Writing the Learning Goal(s) Test your understanding of Learning Goals. Click on the correct response: Which of these statements represents a Learning Goal? The site will provide students with a better understanding of molecular genetics. This provides material about molecular genetics. Beginning business students will have access to glossaries and reference material about molecular genetic Students will be able to correctly describe mapping strategies in molecular genetics. Explains and demonstrates mapping strategies in molecular genetics. This statement describes the site, not a learning goal. Try again. To click next, you must first choose the correct answer.

  27. Previous Description > Field 2 of 7 of the Description Section Practice Writing the Learning Goal(s) Test your understanding of Learning Goals. Click on the correct response: Which of these statements represents a Learning Goal? The site will provide students with a better understanding of molecular genetics. This provides material about molecular genetics. Beginning business students will have access to glossaries and reference material about molecular genetic Students will be able to correctly describe mapping strategies in molecular genetics. Explains and demonstrates mapping strategies in molecular genetics. That is correct! This statement represents a learning goal. Next

  28. Previous Description > Field 2 of 7 of the Description Section Practice Writing the Learning Goal(s) Test your understanding of Learning Goals. Click on the correct response: Which of these statements represents a Learning Goal? The site will provide students with a better understanding of molecular genetics. This provides material about molecular genetics. Beginning business students will have access to glossaries and reference material about molecular genetic Students will be able to correctly describe mapping strategies in molecular genetics. Explains and demonstrates mapping strategies in molecular genetics. This statement describes the site, not a learning goal. Try again. To click next, you must first choose the correct answer.

  29. Previous Description > Field 2 of 7 of the Description Section Practice Writing the Learning Goal(s) • Now it’s your turn! Write a Learning Goal for DNA from the Beginning: • Click here to view DNA from the Beginning at http://www.dnaftb.org/dnaftb/. Type your Learning Goal here: Expert’s Learning Goal: Students will appreciate and understand the key concepts and experiments used to derive those concepts for classical genetics, molecular genetics and gene organization and control. After you have written your Learning Goal, click here to compare yours to the expert’s. If you wish to edit your Learning Goal, do so now, before continuing.

  30. Description > Field 3 of 7 of the Description Section 3. Target Student Population • Target Student Population: • The third field of the Peer Review Report describes the student population(s) for which this material is best suited. • Let’s take a closer look at how Target Student Populations are written…

  31. Description > Field 3 of 7 of the Description Section Target Student Population • The description of the Target Student Population includes two parts: • - a discipline area (academic major, minor, program area). • - an educational level (freshman, lower division, upper division, etc). • Additional groups of people (e.g., faculty, special interest groups) could also be included here. • For example… • “Beginning French Language Students” • “Intermediate to Advanced Business Students” • “Introductory Operations Management Student ” • “Introductory through Advanced Business Studies; Economics and Business courses ”

  32. Description > Field 3 of 7 of the Description Section Writing the Target Student Population • Let’s use the example of the Cameron Virtual Balloon Factory. • As a reminder of what this site is about: • This site is an extensive business case study of the Cameron Balloons Factory. To portray the company, the site includes interactive photographic virtual tours of the factory, a glossary of balloon jargon, detailed explanations and examples of business issues and staff in the areas of production, design, accounts, and marketing. It also offers explanations of theories, worksheets, questions, and a teacher’s guide. An example of a Target Student Population for the Cameron Virtual Balloon Factory: Introductory through Advanced Business and Economics students.

  33. Description > Field 3 of 7 of the Description Section Practice Writing the Target Student Population • Now it’s your turn! Write a Target Student Population for DNA from the Beginning: • Click here to view DNA from the Beginning at http://www.dnaftb.org/dnaftb/. Type your Target Student Population here: Expert’s Target Student Population: Undergraduate students of genetics. After you have written your Target Student Population, click here to compare yours to the expert’s. If you wish to edit your Target Student Population, do so now, before continuing.

  34. Description > Field 4 of 7 of the Description Section 4. Prerequisite Knowledge • Prerequisite Knowledge: • The fourth field describes the knowledge or skills a learner needs prior to using the learning object. • Let’s take a closer look at how Prerequisite Knowledge is written…

  35. Description > Field 4 of 7 of the Description Section 4. Prerequisite Knowledge • Describe the prerequisite academic concepts and skills, being as general or specific as necessary (e.g., a specific skill versus a broad understanding of a subject). • For example… • “One semester of Introductory Physics” • “Background knowledge of the history of Japan” • “Must be able to solve quadratic equation by factoring.”

  36. Description > Field 4 of 7 of the Description Section Practice Writing the Prerequisite Knowledge • Now it’s your turn! Write a Prerequisite Knowledge for DNA from the Beginning: • Click here to view DNA from the Beginning at http://www.dnaftb.org/dnaftb/. Type your Prerequisite Knowledge here: Expert’s Prerequisite Knowledge: None. After you have written your Prerequisite Knowledge, click here to compare yours to the expert’s. If you wish to edit your Prerequisite Knowledge, do so now, before continuing.

  37. Description > Field 5 of 7 of the Description Section 5. Type of Material • Type of Material: • The fifth field gives the type of material using nine standard MERLOT categories. • Let’s take a look at each of the nine categories that can be selected to describe the learning material…

  38. Description > Field 5 of 7 of the Description Section 5. Type of Material • The nine categories used in MERLOT to describe learning material are: • Simulation • Animation • Tutorial • Drill and Practice • Quiz/Test • Lecture/Presentation • Case Study • Collection • Reference Material The following pages will describe and provide examples of each of the nine types of material.

  39. Description > Type of Material Field 5 of 7 of the Description Section Simulation • What is a Simulation? • A simulation involves an engine that drives the dynamics of the learning module in accordance with specific rules and that simulates real phenomena. Users participate in an approximation of a real or imaginary experience where their actions affect the outcome of the activity. Users must determine and input, on their own, the initial conditions of some dynamic scenario or set of circumstances that generate an output that is different from, and changed by, the initial conditions. Click on a picture to explore the example. The Ohm Zone http://www.article19.com/shockwave/oz.htm Gas Law Program http://intro.chem.okstate.edu/1314F00/Laboratory/GLP.htm

  40. Description > Type of Material Field 5 of 7 of the Description Section Animation • What is an Animation? • The dynamic and visual representation of concepts, models, processes, and/or phenomena that allows users to view, on their own, such processes in space or time. Users can control the pace of the visual presentation and can step backwards and forwards through the processes being viewed, but cannot determine and/or influence either initial conditions or outcomes/results of the visual presentation. Click on a picture to explore the example. Well-Tempered Clavier Johann Sebastian Bach http://jan.ucc.nau.edu/~tas3/wtc.html

  41. Description > Type of Material Field 5 of 7 of the Description Section Tutorial • What is a Tutorial? • Sequentially organized information and activities with specific instructional objectives structured to integrate conceptual presentation, demonstration, practice, and testing to teach specific concepts or skills. Users navigate through electronic workbooks to study, practice, and be tested on information designed to meet stated learning objectives. Click on a picture to explore the example. Ojala que llueva cafe http://www.colby.edu/~bknelson/exercises/ojala/index.html DNA from the Beginning http://www.dnaftb.org/dnaftb/

  42. Description > Type of Material Field 5 of 7 of the Description Section Drill and Practice • What is a Drill and Practice? • Activities that require users to respond repeatedly to questions or stimuli presented in a variety of sequences. These exercises allow users to practice on their own and at their own pace and to develop the ability to reliably perform and demonstrate knowledge and skills. Click on a picture to explore the example. ESL Lab http://www.esl-lab.com/

  43. Description > Type of Material Field 5 of 7 of the Description Section Quiz/Test • What is a Quiz/Test? • This can be any assessment device intended to measure learning. Click on a picture to explore the example. Functions and Graphs http://www.math.sjsu.edu/~valdes/calc_place/functions/functions_quiz.html Netiquette http://www.albion.com/netiquette/netiquiz.html

  44. Description > Type of Material Field 5 of 7 of the Description Section Lecture/Presentation • What is a Lecture/Presentation? • This category includes lecture and presentation support materials such as presentation graphics (e.g. PowerPoint slide shows), lecture notes, or audio-visual materials that are integral to the presentation – they are not stand alone or tutorial materials. Click on a picture to explore the example. CDC Growth Charts http://www.cdc.gov/nccdphp/dnpa/growthcharts/training/powerpoint/slides/001.htm Biochemistry of Metabolism http://www.rpi.edu/dept/bcbp/molbiochem/MBWeb/mb1/MB1index.html

  45. Description > Type of Material Field 5 of 7 of the Description Section Case Study • What is a Case Study? • Illustrates a concept or problem by using a real-life example that can be explored in depth. Click on a picture to explore the example. The Cameron Balloons Virtual Factory http://www.bized.ac.uk/virtual/cb/

  46. Description > Type of Material Field 5 of 7 of the Description Section Collection • What is a Collection? • A collection of subject-specific materials; for example, a collection of web sites, images, or applets. Click on a picture to explore the example. Physlets http://webphysics.davidson.edu/Applets/Applets.html

  47. Description > Type of Material Field 5 of 7 of the Description Section Reference Material • What is a Reference Material? • Material similar to that found in the reference area of a library. This can include subject specific directories to other sites, texts, or general information. The material here has no specific instructional objectives or learning goals. Click on a picture to explore the example. Who Killed William Robinson?http://web.uvic.ca/history-robinson/ The WebQuest Page http://webquest.sdsu.edu/

  48. Description > Field 6 of 7 of the Description Section 6. Recommended Use(s) • Recommended Use(s): • The sixth field describes how to use the site, or for what purpose the site can be used. • Let’s take a closer look at how Recommended Uses are written…

  49. Description > Field 6 of 7 of the Description Section 6. Recommended Use(s) • Describe how you would (or how you already do) use the material in your course. • Is it useful for • In-class presentations? • At-home or group assignments? • Reference material or study-aid? • Should the learning material be used in conjunction with a course, lesson, textbook, reference material, or other supplemental material? • Do you have a specific assignment you would like to recommend? • For example… • “This site is useful as a reference material for students.” • “Great for independent study.” • “It is recommended to provide students with close instruction, due to the simulation being easily misunderstood.” • “Have students take the self-assessment and describe their own learning style, sharing with a group.”

  50. Description > Field 6 of 7 of the Description Section Practice Writing the Recommended Use(s) • Now it’s your turn! Write a Recommended Use for DNA from the Beginning: • Click here to view DNA from the Beginning at http://www.dnaftb.org/dnaftb/. Type your Recommended Use here: Expert’s Recommended Use: This site is great for independent study or to be used as a resource for papers or groups projects. After you have written your Recommended Use, click here to compare yours to the expert’s. If you wish to edit your Recommended Use, do so now, before continuing.