Learning Diaries
Projects often have many stories of change that are heard by program staff but undocumented.
Learning diaries are a way of systemising the collection of these stories from staff or change agents.
Related Tools
Sensemaking Workshop
Thematic Analysis
Digital Tools
Theory of Change
Focusing on change agents or staff members, learning diaries can systematically collect insights related to personal, relational, organisations, programmatic and community changes. Participants are asked to fill in diary entries as part of daily work or activities. The diaries can be completely digitally or by hand. Tagging diary entries can lead to more rapid analysis.
The approach has three objectives:
- Encourage participants to reflect on the status of the program
- Collect GESI-related insights as short diary entries
- Streamline the process of case study development
Step 1. Identify and recruit participants
The number of participants for learning diaries can vary. Participants should have basic writing skills and be committed to filling in diaries during their daily work.
Step 2. Clarify the domains
The second step is to clarify what the diaries will explore. This can be completed using a theory of change exercise. Domains are themes related to GESI.
- What types of prompts will the diaries use?
- Will the prompts be the same each time?
The prompt(s) should be based on the theory of change. For example, the diaries could explore changes seen at program, community, beneficiary, or change agent levels. The diaries could explore aspects such as participation, decision-making, and attitudes.
Step 3. Determine the diary format
There are many different formats that diaries can take.
- Digital? Handwritten? Pictorial?
- Survey? Messaging App? Interactive Board?
- Closed Group – only the facilitator can see responses? Open Group – all participants can see responses?
- Prompt and response – participants respond to unique prompts? Open response – participants respond to a single response over and over?
These decisions are best made in a workshop with diary participants. Utilise tools that the participants are comfortable with.
Step 4. Establish diary frequency
The fourth step explores how often participants should fill in the diaries.
- Ad hoc – as the participant desires?
- Daily
- Weekly
- Monthly
- When prompted?
Step 5. Clarify facilitator support
The final step is to determine how facilitators should support participants.
- Engagement with a discussion board?
- Sending prompts?
- Checking in periodically?
- Responding to submissions?
Travel Restricted Times
Learning Diaries are well-suited for both in person and remote use.
Keeping in mind differences in access and literacy, think about different ways to facilitate and plan this approach.
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Computer and internet access |
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Smartphone and internet access |
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Basic phone access |
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See an example of participatory activities using Google Slide.
Learn more on the digital tools page.
Materials and Resources
Sample Planning Slidedeck
This slide deck can be used within a team workshop to begin exploring the best way to use diaries within the team. It will walk through each of the main decision points.
GESI Outcomes Framework
This list of possible GESI outcomes can be used in Step 2 to identify which domains diaries can explore.
Sample Participant Information Sheet
This information sheet is to be shared with participants prior to starting. The template should be updated and translated as required.
Workshop Consent Form
This word document form can be used in face to face workshop format and adapted for remote workshops.
Planning Template
Logistics Checklist
DOCX | 972 KB
Do-no-harm Strategy
Integrity Checklist
DOCX | 970 KB
Prompt design template
This template includes includes sentence starters and ideas to help you create a prompt for your story-based approach.
Learn more
Hayes (2018). Diary Methods: Understanding Qualitative Research. Oxford University Press
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