ABSTRACT
This chapter examines some of the emerging practice in the, as yet, relatively undocumented area of interventions taken by educators with students on the basis of learning analytics. Unlike learning analytics interventions, the role of feedback in the learning process and how it can benefit learners, is already widely researched. Triggers may vary considerably across institutions and will be dependent on their overall approach to learning analytics, as well as the learning design of individual courses. At the Open University in the UK, a pilot study to put predictive analytics in the hands of tutors took place with around 100 students. At the University of Michigan, a project was initiated to discover which interventions would help physics students to perform better than was expected. The timing and frequency of interventions is likely to have a significant impact on their effectiveness. Various evaluations of Signals have been carried out at Purdue University, examining the data and interviewing students, instructors and administrators.
