Providing an expert concept map is powerful; I'd only add to the site "after" the groups have worked on a map of there own to avoid using it as input e.g. let them experience the process

Re: How to draw a concept map - This is a wonderful tool to get the student infused with the idea and mechanics of concept maps. I suggest renaming the link Developing a Concept Map

The area "Learn about Global Warning" has good content. If this is a college class, it's format is a bit immature e.g. cartoon characters and such. Just a thought

For the quiz, it might be prudent to give an option to answer, "I'm not sure" rather than limiting to T or F.

For the quiz you state that global warming is true, setting the expectation that it cannot be false. There is much research to say otherwise. In education, unless something is an undisputed fact, you want to avoid giving the impression of certainty. I like the idea of showing some research that support the notion, but you need to provide opposing views as well. The quiz is a GREAT idea BTW.

I suggest making the right answer obvious by spelling it out first off rather than having to read through the detail. The detail is good, just don't bury the right answer.

This is a GREAT attention grabbing video that really brings the point home. Very nice intro.

I suggest making the page wider as it appears the layout is in a single column, leaving too much white space to the right.

As I understand it, one major factor of this learning module is peer assessment - pros, cons, and the students' experience with it. I recommend this being a point of emphasis in the design

These video primers for Diigo are very useful to introduce the student. Suggest adding URLs to websites that provide written introduction and help using Diigo.

Same suggestion for Google Docs on the next page

Given the theme of children's literature, this is a catchy home page - fresh and eye-catching.

The video doesn't play/work.

Using Diigo Groups for online peer assessment is an interesting concept. Are you providing a link elsewhere in the course so students can easily access?

Providing "How to" videos for Diigo is useful. However, I feel providing audio commentary is needed as it can be challenging to follow with text alone. BTW, the key strokes audio by itself is somewhat annoying.

Trying to figure out the advantage of having Library Resources and How to Write Annotated Bib: Resources on separate pages. I feel they should be on the same page, albeit segmented.

Providing an example is essential so students have a sample to model. This is a great touch.

I'm assuming the writing assignment inferred in this brief overview on the course home page is a literature review, correct? In other words, is the final writing assignment a literature review?

I hadn't scrolled down and now see you have some of the objectives. I suggest you have 2 - 4 main, overarching objectives, with sub-objectives that provide more detail to each of the main objectives. Otherwise, all of these listed appear to be equally important.

Realizing this a a draft prototype, one can expect the objectives, as noted, to be expanded with active verbs that give students a broad overview as to what's important to get out of the lesson plan.

The instructions need to stipulate when each activity is due. Might consider providing links embedded to where the can post work.

I'm wondering if these three (3) activities are bit "light" for a two-week module . . .I suggest providing an opportunity for feedback on feedback at a minimum.