1. Using Student Logbook in a Foundation Course Sridevi Yerrabati and Simon Walker Date: 09.01.2015 Sridevi Yerrabati and Simon Walker - Using Student Logbook for Foundation Course Students: A Case Study1

2. Presentation structure  Introduction to case study  The need for a log book  Possible ways of introducing log book  Introducing log book – 2 stages  Findings1 – On a positive note  Findings2 – On a less positive note  Conclusion Sridevi Yerrabati and Simon Walker - Using Student Logbook for Foundation Course Students: A Case Study2

3. Introduction  This case study is about how I have introduced a student log book at one of the private colleges in London.  Faculty of Business Foundation Business Course (UFBC) students Sridevi Yerrabati and Simon Walker - Using Student Logbook for Foundation Course Students: A Case Study3

4. The need for a logbook Sridevi Yerrabati and Simon Walker - Using Student Logbook for Foundation Course Students: A Case Study4

5. Possible ways of introducing logbook Sridevi Yerrabati and Simon Walker - Using Student Logbook for Foundation Course Students: A Case Study5 Student log book -------------- ---------- ------------ Engaging students in designing logbook

6. Introducing log book – 2 stages Sridevi Yerrabati and Simon Walker - Using Student Logbook for Foundation Course Students: A Case Study6 Student log book -------------- ---------- ------------

7. Findings 1 – On a positive note: Sridevi Yerrabati and Simon Walker - Using Student Logbook for Foundation Course Students: A Case Study7 Positive impact on learning Evaluating students

8. Findings 2 – On a less positive note: Sridevi Yerrabati and Simon Walker - Using Student Logbook for Foundation Course Students: A Case Study8 Less motivation among students Why ???

9. Conclusion Sridevi Yerrabati and Simon Walker - Using Student Logbook for Foundation Course Students: A Case Study9 Supported student learning Possibly more time needed for introducing

10. References  Brookfield, S.D., & Preskill, S. 2005. Discussion as a Way of Teaching: Tools and Techniques For Democratic Classrooms (2 nd Edition) San Francisco, CA: Jossey Bass.  Hattie, J. and Timperley, H. 2007. The Power of Feedback. Review of Educational Research, Vol. 77, No.1, pp. 81 – 112.  Hounsell, D. (2007). Towards more sustainable feedback to students. In: Boud, D. and Falchikov, N., eds. Rethinking Assessment in Higher Education. Learning for the Longer Term. London: Routledge, pp. 101- 113.  Liu, S. and Breit, R. 2013. Empowering and Engaging Students in Learning Research Methods. Educational Research and Perspectives, 40, 150 – 168.  Michaelsen, L.K., Fink, L.D. & Knight, A. 1997. ‘Designing Effective Group Activities: Lessons for Classroom Teaching and Faculty Development’. In D.Dezure (ed.), To Improve the Academy: Resources for Faculty, Instructional and Organizational Development, Vol.17, pp.373- 397. Sridevi Yerrabati and Simon Walker - Using Student Logbook for Foundation Course Students: A Case Study10