ABSTRACT
Much of the existing work in learning analytics centres on presenting data to staff and faculty so that they can intervene in some way, either directly with students or by altering the curriculum. Kruse proposes that learning activities could also be developed around the analytics: helping students learn how to ask questions of themselves and their learning that will set them on a productive course of inquiry. Ritsos and Roberts suggest that tools are required to help learners progress from novices to experts and from shallow to deep thinkers. Visualisations of the time spent on activities, social interaction and the use of documents and tools are available. A growing range of tools provide analytics directly to learners. Mobile and wearable technologies used for applications such as fitness tracking and sleep monitoring provide examples of possible applications for enhancing learning. Responding to requests from UK institutions, Jisc specified and commissioned the building of a learning analytics app for students.
