My most recent paper with Andrew Gibson (now at QUT) at Shibani Antonette (now at my Faculty in UTS, moving from CIC), thinking about implementation and the significance of the task in that, using our work in writing analytics to illustrate. Knight, S., Gibson, A., & Shibani, A. (in press). Implementing Learning Analytics for Learning Impact: Taking Tools to Task. Internet and Higher Education. The author accepted version is available here (PDF) Part of the paper, which we’ve been using in workshop materials for some time, is also released under a CC-By license available [here: Summary of Model]1. To use it please cite the paper. Abstract: Learning analytics has the potential to impact student learning, at scale. Embedded in that claim are a set of assumptions and tensions around the nature of scale, impact on student learning, and the scope of infrastructure encompassed by ‘learning analytics’ as a socio-technical field. Drawing on our design experience of developing learning analytics and inducting others into its use, we present a model that we have used to address five key challenges we have encountered. In developing this model, we recommend: A focus on impact on learning through augmentation of existing practice; the centrality of tasks in implementing learning analytics for impact on learning; the commensurate centrality of learning in evaluating learning analytics; inclusion of co-design approaches in implementing learning analytics across sites; and an attention to both social and technical infrastructure. The author accepted version is available [here (PDF)]2 Knight, S., Gibson, A., & Shibani, A. (in press). Implementing Learning Analytics for Learning Impact: Taking Tools to Task. Internet and Higher Education.