  Learning analytics (LA) provides data-driven feedback that aims to improve
learning and inform action. For learners, LA-based feedback may scaffold
self-regulated learning skills, which are crucial to learning success. For
teachers, LA-based feedback may help the evaluation of teaching effects and the
need for interventions. However, the current development of LA has presented
problems related to the cognitive, social-affective, and structural dimensions
of feedback. In light of this, this position paper argues that attention needs
to shift from the design of LA as a feedback product to one that facilitates a
process in which both teachers and students play active roles in
meaning-making. To this end, implications for feedback literacy in the context
of LA are discussed.
