Log book or Reflective Diary
The following text provides you with some options and examples of how you may decide to use your log
book/diary.
Reflective writing on the issue of time management – short examples
“Effective time management has always been difficult for me. I have always delivered coursework at the
very last minute, (and on occasion, I have missed dates and suffered penalties for late submissions), I’m
not sure I can do anything about it, I think it’s just how I work”
“Yes, I know I am not good at time management. I do get stressed at times as I work late through the night
to reach deadlines. I have read some of the suggestions about what I could do to change things. I have
tried making a revision plan, but they never work. It’s not really a problem, I usually muddle through”
“Hmm…yes time management is a problem for me. It’s my problem, something about me and how I
approach tasks. I would like to be more organised, but something stops me, I am not sure what, maybe a
fear of failure, or a fear of not getting it perfectly right every time? I am stressed at times anyway and can’t
continue like this. Maybe I should seek help from someone, as I have read articles about time management
but they don’t seem to work and another person’s perspective might make a difference?”
“I stepped back and looked at me and how I managed my time. I used the suggestions from my reading. I
kept a diary for a week and also did an online quiz. I was shocked at myself! I have been wasting so much
time doing very little, just watching daytime TV, playing music, talking with friends, sleeping when I could
have been effectively working. I now have an action plan to change things. It might not be a perfect plan
(few are!!), BUT I will review it, see what works and make changes if I need to. I also plan to reward myself
when I stick to the schedule and it works. I have sorted my electronic files – I knew they were a mess, but
couldn’t face what I thought would be a boring task. The good news is that I save huge amounts of time
everyday because I can now find what I need when I need it. I know that I will need to periodically review
how I am doing, because I do tend to “let things slip” – so I have a plan for that – have put notes into my ediary to inspire myself and to remind myself to keep reviewing progress”
Levels of reflection
From the above comments you will probably have noted some differences in approaches to a specific time
management problem. The first examples show a fairly shallow approach to learning and perhaps, some
denial that this is a problem. The other examples illustrate the need to step back, gain viewpoints from
other people, do some deeper reflection, test things out and remain positive and open to ideas.
This type of written reflection may be useful where an internal dialogue is needed, that is, when you need
to talk with yourself in an objective fashion about a particular challenge. The above aspect of time
management and many more related issues will be further developed in the core theme, “Time
Management”
Approaches to using your diary or log book
You could use your diary to:

Just record some key thoughts for each week. This has the advantage of only focusing on key
ideas and your diary will not get too cluttered


Ask yourself some questions each day about the subjects your have studied.
o
What have you found easy?
o
What have you found difficult?
o
How can you resolve those difficulties?
o
Who can help you? Peers? Tutor?
o
What goals do you have for studying in the next 2 or 3 days?
Reflect on your research skills progress. Identify any new resources you must use/would like to
use, if you have time

Set yourself new learning goals and review your progress towards your current learning goals
Reviewing your learning
What significant learning
Why were they important?
Later reflection (a day, a week, a
issues did I engage with
What have I learnt about
month later)
today?
myself and others?
How has my learning on these
What actions, if any, do I
issues progressed?
need to take?
I completed the VARK
If I use specific techniques for
Two months later…
questionnaire and realised that
recording key points, e.g., flow
The audio recording has been
I am primarily a visual and
charts and recording my ideas
incredibly useful, I find that by playing
aural learner
onto my MP3 player, this
it as I drive, and when I have quiet
should help me to be much
study times, I am remembering much
more effective in my time
more detail and I am sure this will be
management
the main way that I revise from now
onwards
The flow charts are very helpful for
me to clarify links between topics…a
sort of concept mapping that I have
developed myself. They have been
indispensable for preparation of
reports and essays. They also make it
very clear when I don’t totally
understand topics, so I can ensure
that I put more time into specific
points. My marks are improving and I
now get feedback that my written
work has a more effective structure. I
feel much more confident that I know
what I am doing
Mind mapping
A mind map is a diagram used to represent words, ideas, tasks or other items linked to and arranged
radially around a central key word or idea. It is used to generate, visualize, structure and classify ideas, and
as an aid in study, organisation, problem solving, and decision making.
It is an image-centered diagram that represents semantic or other connections between portions of
information. By presenting these connections in a radial, non-linear graphical manner, it encourages a
brainstorming approach to any given organisational task, eliminating the hurdle of initially establishing an
intrinsically appropriate or relevant conceptual framework to work within.
A mind map is similar to a semantic network or cognitive map but there are no formal restrictions on the
kinds of links used.
The elements are arranged intuitively according to the importance of the concepts and they are organised
into groupings, branches, or areas. The uniform graphic formulation of the semantic structure of information
on the method of gathering knowledge, may aid recall of existing memories.
Mind map guidelines
Mind map of mind map guidelines
Tony Buzan (1991) suggests using the following foundation structures for Mind Mapping:
1.
Start in the centre with an image of the topic, using at least 3 colours.
2.
Use images, symbols, codes and dimensions throughout your Mind Map.
3.
Select key words and print using upper or lower case letters.
4.
Each word/image must be alone and sitting on its own line.
5.
The lines must be connected, starting from the central image.
6.
The central lines are thicker, organic and flowing, becoming thinner as they radiate out from the centre.
7.
Make the lines the same length as the word/image.
8.
Use colours – your own code – throughout the Mind Map.
9.
Develop your own personal style of Mind Mapping.
10. Use emphasis and show associations in your Mind Map.
11. Keep the Mind Map clear by using radial hierarchy, numerical order or outlines to embrace your
branches
Available from
Anon (2009) Mind Map. Wikipedia. http://en.wikipedia.org/wiki/Mind_mapping (Accessed 8th Sept. 2009)
Other useful links and references
Buzan, T. (1991). The mind map book . New York: Penguin.
Calder, A. ( 2004) Mind Mapping. Academic Support Division of James Cook University.
http://www.jcu.edu.au/office/tld/learningskills/mindmap/ (Accessed 8th Sept. 2009)
Boyley, S. (2009) Learning Skills: Mind Map. International NLP Training Seminar. The Performance
Institute of NLP. http://www.nlpmind.com/mind_mapping.htm (Accessed 8th Sept. 2009)
Further hel p
If you are still unsure of what you should be recording, consider these questions:

What is working well?

Which aspects of the study materials are very clear?

Where do I feel confident?

What is not working well?

What is currently confusing me?

Why am I finding this difficult?

What actions do I need to take (and why)?

Who can help me?
Another approach is to use a double entry system. This is where you record your key activities, followed by
recording your initial reflections (perhaps using the questions listed above). At some later stage, read or
listen to your initial reflections and identify any further reactions you have to those reflections.
Discuss with your peers or supervisor how they record their ideas and reflections.