Diagnostic tool to support transition into study
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The project, led by Professor Allison Littlejohn, aimed to improve student retention and support transitions into study at the Open University by utilizing a psychometric diagnostic tool. This tool facilitated discussions between tutors and learners about learning preferences and goals, resulting in increased student engagement and retention. Pilot results indicated that students who engaged in conversations were 3-5% more likely to continue their studies compared to those who did not receive this support.
Diagnostic tool to support transition into study
- 1. Transitions into OU Study Psychometric tool to trigger discussion & reflection Professor Allison Littlejohn (@allisonl) Academic Director of Digital Innovation The Open University
- 2. Aimed to: ● Improve student retention by reducing drop-out between registration and module start; ● Set students on the right pathway, thus reducing the number of Change of Study Intention queries. To achieve these goals the project strategically focused on student induction and diagnostics, addressing critical issues in these areas. How is transition supported?
- 3. A process – in two inter-related parts How is transition supported? • Part 1: entry into conversation • Part 2: charting the conversation 3 Game/app diagnostics induction Link to Facebook? psychometric Proactive contact choices ‘prep’ Best starting point advice
- 4. Other tools considered ● ELLI, ELLIMent, CLARA ● These were developed for childrens’ learning ● The OU diagnostic was developed for adults in work contexts. 4
- 5. The diagnostic tool was piloted within DD102, Introduction to Social Science in 2016 http://www.open.ac.uk/courses/modules/dd102 Tutors were given advice on how to use the outcomes of the diagnostic to start a conversation with the learner about learning preferences and future goals. The diagnostic provided: • A personalized basis on which the tutor could base a conversation. • An instant outcome for learners, encouraging reflection on how they perceive their learning. • Planning how to improve learning in the future. Diagnostic based on Fontana, Rosa Pia; Milligan, Colin; Littlejohn, Allison and Margaryan, Anoush (2015). Measuring self-regulated learning in the workplace. International Journal of Training and Development, 19(1) pp. 32–52. Diagnostic Pilot
- 11. Data can be presented in different ways
- 12. Learners who had a conversation were 3-5% more likely to be still studying than those students with similar demographics who were not contacted. (Transitions into OU Study, Final Report, 2016). App helped learners understand their preparedness for study, helps them make choices and gives them a self-generated profile based on psychometric/dispositional elements. Provided a social space, opportunities to share resources partly student generated. The diagnostic uses the learner’s responses to push different suggestions and options for them to explore. Guided proactive support to ensure learners understand their choices, have some concrete suggestions for ‘prep’ and have received advice about the best starting point/study intensity/additional support options. Pilot findings
Editor's Notes
- #2: -a tool/game/app that is fun for students, helps them understand their preparedness for study, helps them make choices and gives them a self-generated profile based on psychometric/dispositional elements - FB game? social space, opportunities to share resources around that. – partly student generated, strong elements of induction but removing the structured ‘work through it all’ sense that makes induction often unpopular (Student Experience Research 2012 NUS – ‘first year student experience’). Course induction gets better reviews hence this generic ‘light touch’ but this is still work in progress and we are working with Student services and with OSEP to provide a single version of the truth. The game/app will include elements of semantic analysis, using the learner’s responses to push different suggestions and options for them to explore. – proactive support to ensure learners understand their choices, have some concrete suggestions for ‘prep’ (if desired) and have received advice about the best starting point/study intensity/additional support options etc
- #3: -a tool/game/app that is fun for students, helps them understand their preparedness for study, helps them make choices and gives them a self-generated profile based on psychometric/dispositional elements - FB game? social space, opportunities to share resources around that. – partly student generated, strong elements of induction but removing the structured ‘work through it all’ sense that makes induction often unpopular (Student Experience Research 2012 NUS – ‘first year student experience’). Course induction gets better reviews hence this generic ‘light touch’ but this is still work in progress and we are working with Student services and with OSEP to provide a single version of the truth. The game/app will include elements of semantic analysis, using the learner’s responses to push different suggestions and options for them to explore. – proactive support to ensure learners understand their choices, have some concrete suggestions for ‘prep’ (if desired) and have received advice about the best starting point/study intensity/additional support options etc
- #4: -a tool/game/app that is fun for students, helps them understand their preparedness for study, helps them make choices and gives them a self-generated profile based on psychometric/dispositional elements - FB game? social space, opportunities to share resources around that. – partly student generated, strong elements of induction but removing the structured ‘work through it all’ sense that makes induction often unpopular (Student Experience Research 2012 NUS – ‘first year student experience’). Course induction gets better reviews hence this generic ‘light touch’ but this is still work in progress and we are working with Student services and with OSEP to provide a single version of the truth. The game/app will include elements of semantic analysis, using the learner’s responses to push different suggestions and options for them to explore. – proactive support to ensure learners understand their choices, have some concrete suggestions for ‘prep’ (if desired) and have received advice about the best starting point/study intensity/additional support options etc