Peer Review

• The content approach demonstrated abstract concepts in a concise and fun manner.
• The activities approached topics related to time management that were current and relevant.
• Gamification and group learning are modern learning methods.
• Additional drop-down instructions are available for every exercise.
• The time required and tools or items needed for the exercise are listed.
• Possible responses are provided as examples. An overview is provided for each exercise.
• At the end of several activities, there is a reflective exercise that relates the activity to everyday life (debrief).

• There were no references to support to support the information presented in the activities.
• It did not seem sound to imply that spending a certain amount of money for a game can be equated to not wasting a certain amount of time in a day.
• The emphasis on not wasting a second of the day appeared to promote overscheduling which could lead to stress.

This is a commercial site supported by an organization (TCM.com) that wants to sell more training and development products.

• The learning goals for each activity are clearly stated.
• It increases the potential for student learning by relating concepts to everyday occurrences.
• The group activities are short which gives flexibility in deciding where in the lesson they can be used.
• Free resources are provided on the website such as free training articles, self-assessment tools, games and activities, and trainer tips.
• Directions (step-by-step instructions) provided are clear and easy to follow, most exercises have a description that explains the type of exercise and the goals of the exercise.
• Within each activity the concepts are reinforced, and it builds upon related concepts.

• The concepts do not build upon each other.
• Depending on how the activities are used and the course, the instructor may need to provide background information on how the activities relate to prior concepts and debrief students in order to integrate the activities into the curriculum or a lesson.
• The activities can not be used to measure student learning outcomes.
• The exercises should have debriefings after the activity, so the participants understand the goals of the exercise and what was accomplished. If the exercises are done by themselves without discussing the outcomes, it’s difficult to see how this is going to help develop stress and time management concepts.

• The variety of exercises allows facilitators and trainers to pick what is effective for them, the participants, and the context.
• One of the exercises (Arrange the Cards) has a downloadable exercise in PDF format.
• The activities were listed on the main page of the website. They can be accessed by clicking on the title.
• The instructions for each activity were clear.
• The activities were engaging and interactive. 

• The website had moving ads and ads surrounding the course materials which was distracting.
• As this is a collection of activities, much depends on the trainer or facilitator to determine usability. This includes selecting the appropriate exercises for the organization and training context as well as what desired outcomes are.