Ferguson, R. (2012). Learning analytics: drivers, developments and challenges. International Journal of Technology Enhanced Learning (IJTEL), 4(5/6), 304-317.
This is an updated and peer-reviewed version of my earlier technical report, The State Of Learning Analytics in 2012: A Review and Future Challenges.
The latest version is available on request via Open Research Online (ORO) – click the link to ‘request a copy from the OU author’.
Learning analytics is a significant area of technology-enhanced learning that has emerged during the last decade. This review of the field begins with an examination of the technological, educational and political factors that have driven the development of analytics in educational settings. It goes on to chart the emergence of learning analytics, including their origins in the 20th century, the development of data-driven analytics, the rise of learning-focused perspectives and the influence of national economic concerns. It next focuses on the relationships between learning analytics, educational data mining and academic analytics. Finally, it examines developing areas of learning analytics research, and identifies a series of future challenges.
You can also read the paper in Italian
Ferguson, Rebecca. (2014). Learning analytics: fattori trainanti, sviluppi e sfide. TD Tecnologie Didattiche, 22(3), 138-147.