A vast number of studies reported exciting innovations and practices in the field of Learning Analytics (LA). Whilst they provided substantial insights, most of these studies have been implemented in single-course or small-scale settings. There are only a few studies that are large-scale and institutional-wide adaptations of LA and have explored the stakeholders' perspectives (i.e., teachers, students, researchers, management) and involvement with LA. This study reports on one such large-scale and long-term implementation of Predictive Learning Analytics (PLA) spanning a period of 4 years at a distance learning university. OU Analyse (OUA) is the PLA system used in this study, providing predictive insights to teachers about students and their chance of passing a course. Over the last 4 years, OUA has been accessed by 1159 unique teachers and reached 23,180 students in 231 undergraduate online courses. The aim of this study is twofold: (a) to reflect on the macro-level of adoption by detailing usage, challenges, and factors facilitating adoption at an organisational level, and (b) to detail the micro-level of adoption, that is the teachers' perspectives about OUA. Amongst the factors shown to be critical to the scalable PLA implementation were: Faculty's engagement with OUA, teachers as “champions”, evidence generation and dissemination, digital literacy, and conceptions about teaching online.

大量研究报告了学习分析（LA）领域令人兴奋的创新和实践。尽管它们提供了实质性的见识，但大多数研究已在单课程或小规模环境中进行。仅有少数几项研究是对洛杉矶的大规模和机构范围的适应，并探讨了利益相关者的观点（即教师，学生，研究人员，管理人员）以及对洛杉矶的参与。这项研究报告了一种这样的大规模和长期实施的预测学习分析（PLA），它在远程学习大学中进行了长达4年的时间。OU分析（OUA）是本研究中使用的PLA系统，可为教师提供有关学生及其通过课程的机会的预测见解。在过去的四年中，1159名独特的教师访问了OUA，并在231个本科在线课程中吸引了23180名学生。这项研究的目的是双重的：（a）通过详细描述组织采用的使用，挑战和促进采用的因素，反思宏观采用，以及（b）详细描述采用的微观层次，即教师对OUA的看法。对可扩展的PLA实施至关重要的因素包括：教师与OUA的合作，“冠军”的老师，证据的产生和传播，数字素养以及有关在线教学的概念。（b）详细介绍收养的微观层面，即教师对OUA的看法。对可扩展的PLA实施至关重要的因素包括：教师与OUA的互动，“冠军”教师，证据生成和传播，数字素养以及有关在线教学的概念。（b）详细介绍收养的微观层面，即教师对OUA的看法。对可扩展的PLA实施至关重要的因素包括：教师与OUA的合作，“冠军”的老师，证据的产生和传播，数字素养以及有关在线教学的概念。