Abstract

 
 
 Despite broad interest in learning analytics across the Australian Higher Education sector, there remains few examples of institution-wide implementations. Learning analytics implementation is currently under-theorised with little knowledge of the complexities that mediate the systemic uptake required for an institution-wide implementation. It has been established that approaches to learning analytics that are exclusively top-down or bottom-up, are insufficient for successful implementation across an enterprise. Drawing upon an award-winning and institution-wide learning analytics intervention that has been used across almost 5,000 unit offerings, this paper formulates an initial set of theory informed design principles that can help learning analytics practitioners mediate the complexities of institution-wide implementation.
 
 
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