A diagnostic tool developed to support Open University students into study. Piloted and tested in 2016. Project led by Dr Sam Smidt, The Open University with Carol Pate. Diagnostic based on a tool developed by Prof Allison Littlejohn's group at Glasgow Caledonian University.

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

6. Diagnostic Questions
http://www3.open.ac.uk/forms/transitions-feedback/

7. Diagnostic Questions
http://www3.open.ac.uk/forms/transitions-feedback/

9. Diagnostic Questions
http://www3.open.ac.uk/forms/transitions-feedback/

10. http://www3.open.ac.uk/forms/transitions-feedback/

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