ABSTRACT
Learning analytics potentially requires more systems to be able to communicate with each other than any other aspect of an educational institution's IT provision. Standards for transferring data across learning analytics warehouses, predictive engines and dashboards are only part of the solution for learning analytics. Interoperability standards for digital learning have been under development since the 1990s. Most references in the literature and elsewhere on the internet relating to learning analytics and interoperability refer to the current lack of interoperability in the field; the small group of people who have written about it tend to be researchers rather than practitioners or vendors. The prediction of students' likelihood of academic success, as has been seen, is one of the main applications of learning analytics. Most evolving standards for learning analytics are technical documents relating to the transfer of user, activity or contextual data and have little to do with learning or pedagogy.
