Learning analytics have been argued as a key enabler to improving student learning at scale. Yet, despite considerable efforts by the learning analytics community across the world over the past decade, the evidence to support that claim is hitherto scarce, as is the demand from educators to adopt it into their practice. We introduce the concept of practicable learning analytics to illuminate what learning analytics may look like from the perspective of practice, and how this practice can be incorporated in learning analytics designs so as to make them more attractive for practitioners. As a framework for systematic analysis of the practice in which learning analytics tools and methods are to be employed, we use the concept of Information Systems Artifact (ISA) which comprises three interrelated subsystems: the informational, the social and the technological artefacts. The ISA approach entails systemic thinking which is necessary for discussing data-driven decision making in the context of educational systems, practices, and situations. The ten chapters in this book are presented and reflected upon from the ISA perspective, clarifying that detailed attention to the social artefact is critical to the design of practicable learning analytics.

翻译：学习分析被认为是在大规模学习中提升学生学业表现的关键技术。然而，尽管过去十年全球学习分析学界付出了巨大努力，支持这一论断的证据至今依然匮乏，教育工作者主动将其应用于实践的需求也较为有限。我们提出"可实施学习分析"这一概念，旨在阐明从实践视角看学习分析可能呈现的形态，以及如何在设计学习分析方案时融入实践要素，从而增强其对从业者的吸引力。作为系统分析学习分析工具与方法所嵌入实践场景的理论框架，我们引入信息系统人工制品（ISA）概念，该框架包含三个相互关联的子系统：信息人工制品、社会人工制品和技术人工制品。ISA方法倡导系统思维，这对探讨教育系统、实践情境中的数据驱动决策具有必要性。本书十个章节均从ISA视角进行阐述与反思，揭示了在社会人工制品维度的精细关注对设计可实施学习分析方案具有关键作用。