Learning analytics is an emerging, highly interdisciplinary field where many disciplines--such as education, computer science, and engineering--intersect. Since its first significant scholarly gathering in 2011, learning analytics has been increasingly mentioned in news, technical reports, academic publications, and grant solicitations. The surge of this nascent field rests on a promise--and also a premise--that digital traces of learning could be turned into actionable knowledge to promote learning and teaching.

In this piece, Bodong Chen (Assistant Professor in the Department of Curriculum and Instruction at University of Minnesota) reflect on various issues  explored in the Learning Analytics course which recently came to a conclusion.

He includes a description what Learning Analytics before going on to discuss the "Key tensions".

Read his article here.