Learning analytics has the potential to impact student learning, at scale. Embedded in that claim are a set of assumptions and tensions around the nature of scale, impact on student learning, and the scope of infrastructure encompassed by ‘learning analytics’ as a socio-technical field. Drawing on our design experience of developing learning analytics and inducting others into its use, we present a model that we have used to address five key challenges we have encountered. In developing this model, we recommend: A focus on impact on learning through augmentation of existing practice; the centrality of tasks in implementing learning analytics for impact on learning; the commensurate centrality of learning in evaluating learning analytics; inclusion of co-design approaches in implementing learning analytics across sites; and an attention to both social and technical infrastructure.

学习分析有可能大规模影响学生的学习。该主张中包含了一系列关于规模性质，对学生学习的影响以及“学习分析”作为社会技术领域所涵盖的基础架构范围的假设和紧张关系。借鉴我们在开发学习分析并引入其他分析方法方面的设计经验，我们提供了一个模型，用于解决我们遇到的五个关键挑战。在开发此模型时，我们建议：重点关注通过增加现有实践对学习的影响；实施学习分析以影响学习的任务的中心性；相应的学习中心在评估学习分析中；在跨站点实施学习分析时纳入协同设计方法；并且关注社会和技术基础设施。