Despite the recent surge of interest in learning analytics (LA), their adoption in everyday classroom practice is still slow. Knowledge gaps and lack of inter-stakeholder communication (particularly with educational practitioners) have been posited as critical factors for previous LA adoption failures. Yet, what issues should researchers, practitioners and other actors communicate about, when considering the adoption of an LA innovation in a particular context? We reviewed and synthesised existing literature on four focus areas related to LA, their adoption, implications for practice, and more general factors that have emerged as crucial when studying everyday classroom adoption of technologies (i.e., classroom orchestration). This synthesis resulted in two conversational frameworks and an inter-stakeholder communication tool. These can be used to guide and support conversations and decision-making about the adoption of LA innovations. We illustrate their usefulness with examples of use in ongoing LA adoption processes in Australia, Spain and Estonia.

中文翻译：

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编排学习分析（OrLA）：支持利益相关方之间在课堂上采用学习分析的交流

尽管最近对学习分析（LA）的兴趣激增，但它们在日常课堂实践中的采用仍然很慢。知识差距和缺乏利益相关方之间的交流（尤其是与教育从业者之间的交流）已被认为是先前洛杉矶采用失败的关键因素。但是，当考虑在特定情况下采用洛杉矶创新时，研究人员，从业人员和其他参与者应该就哪些问题进行交流？我们回顾并综合了与LA有关的四个重点领域的现有文献，它们的采用，对实践的影响以及在研究日常教室采用技术（例如，教室编排）时已变得至关重要的更一般的因素。这种综合产生了两个对话框架和一个利益相关方之间的交流工具。这些可用于指导和支持有关采用LA创新的对话和决策。我们以在澳大利亚，西班牙和爱沙尼亚正在进行的洛杉矶采用过程中使用的示例为例，说明了它们的有用性。