Sammon, DavidTuunanen, TuureNguyen, AndyNagle, Tadhg2024-12-262024-12-262025-01-07978-0-9981331-8-849bf973b-f5b8-4acd-8f29-5ec371a6dbd0https://hdl.handle.net/10125/109495This paper tracks the evolution (across three iterations) of a hermeneutics-inspired learner self-reflection tool for DSR courses. Specifically, this Learning Analytics (LA) model is designed, instantiated, and evaluated for research methods courses, one on Action Design Research (ADR), delivered in an Irish University in 2023, and one on echeloned DSR (eDSR), delivered in a Finnish University in 2024. Iteration One sees the emergence of a hermeneutics-inspired design principle for a “Learning-by-Doing” pedagogical approach; Iteration Two sees the emergence of our first attempt at the datafication of learner “interim struggles” as part of the learning process (using v1 of a learner self-reflection tool); Iteration Three sees the emergence of v2 of the learner self-reflection tool and its instantiation in a culturally and topically diverse learning environment (to Iteration Two). Our iterative approach refines the LA model to better align learner self-reflections with the evolving complexities of teaching DSR (ADR and eDSR).10Attribution-NonCommercial-NoDerivatives 4.0 InternationalAdvances in Design Science Researchdsr, learning analytics, learning-by-doing, pedagogy, self-reflectionConference Paper10.24251/HICSS.2025.647