Using the Repertory Grid Technique in a Co-design Process for Learning Analytics: Conceptualisation and Connection to 21st Century Skills

This paper introduces an innovative approach to designing
data requirements for the development of learning analytics tailored to diverse, constructionist, open learning tools. Leveraging the Repertory Grid Technique, we systematically elicited and analyzed stakeholders’personal constructs to inform evidence-based user-centered design specifications. Through requirements elicitation workshops with educators, we uncovered essential information pertaining to teacher perceptions about student interactions with exploratory learning tools and their alignment with 21st-century skills. The process yielded concepts in relation to tool-specific indicators of learner interactions, forming a comprehensive design specification for a customizable learning analytics tool. Initial feedback from stakeholders and learning analytics experts indicates strong alignment with implementation needs and a coherent synthesis of diverse perspectives. Future steps include evaluating the effectiveness of the designed tools through real-world implementation and practitioner feedback, further validating the efficacy of this design approach.