There is rapidly growing interest in learning analytics and ‘big-data’ among educators, administrators and government bodies. This interest stems from the capacity for learning analytics to provide insights into the learning process and teaching quality and therefore assist in addressing concerns associated with student outcomes and retention. However, there are limited resources that can inform institutions in how best to commence and deploy learning analytics. This presents a serious impediment as Universities seek to engage in learning analytics and build institutional capacity.

This project aimed to undertake a review of learning analytics across Australian universities within an international context. The project focused on how learning analytics were informing teaching practice, personalised learning, and applications for improving retention and identification of students at-risk. The project provided exemplar resources to guide Australian universities in their resourcing requirements in order to respond to future trajectories for learning analytics in higher education.