Jason M. Lodge is Associate Professor of Educational Psychology in the School of Education and Institute for Teaching and Learning Innovation at the University of Queensland, Australia. He is affiliated with the National Australian Research Council funded Science of Learning Research Centre. Jason's research focusses on the cognitive and emotional aspects of learning, particularly in digital learning environments.

Jared Cooney Horvath is a research fellow at St Vincent's Hospital in Melbourne and the co-founder of the Science of Learning Group - a team dedicated to bringing the latest in educationally relevant brain and behavioural research to students and educators at all levels. Currently he teaches at the University of Melbourne, prior to this he spent a number of years working as a teacher and curriculum developer for several institutions around Los Angeles, Seattle and Boston.

Linda Corrin is Senior Lecturer in Higher Education in the Williams Centre for Learning Advancement in the Faculty of Business and Economics, University of Melbourne. Linda's research interests include students' engagement with technology, learning analytics, feedback and learning design. Currently, she is working on several large research projects exploring how learning analytics can be used to provide meaningful and timely feedback to academics and students. Linda is co-founder of the Victorian and Tasmanian Learning Analytics Network.

Chapter 1. Introduction: Learning analytics in the classroom Jason M. Lodge, Jared Cooney Horvath, Linda Corrin Part I Theoretical perspectives Chapter 2. Learning analytics and teaching: A conceptual framework for translation and application Gregory M. Donoghue, Jared Cooney Horvath and Jason M. Lodge Chapter 3. The perspective realism brings to learning analytics in the classroom Kathryn Bartimote, Abelardo Pardo and Peter Reimann Part II Understanding learning through analytics Chapter 4. Supporting self-regulated learning with learning analytics Jason M. Lodge, Ernesto Panadero, Jaclyn Broadbent and Paula G. de Barba Chapter 5. Identifying epistemic emotions from activity analytics in interactive digital learning environments Amaël Arguel, Mariya Pachman and Lori Lockyer Part III Learning design and analytics Chapter 6. Gathering, visualising and interpreting learning design analytics to inform classroom practice and curriculum design: A student-centred approach from the Open University Tom Olney, Bart Rienties and Lisette Toetenel Chapter 7. Co-designing learning analytics tools with learners Carlos G. Prieto-Alvarez, Roberto Martinez-Maldonado and Theresa Dirndorfer Anderson Chapter 8. Connecting expert knowledge in the design of classroom learning experiences Kate Thompson, Sakinah S. J. Alhadad, Simon Buckingham Shum, Sarah Howard, Simon Knight, Roberto Martinez-Maldonado and Abelardo Pardo Part IV Analytics in the classroom Chapter 9. An analytics-based framework to support teaching and learning in a flipped classroom Jelena Jovanovic, Dragan Gasevic, Abelardo Pardo, Negin Mirriahi and Shane Dawson Chapter 10. Opening the black box: Developing methods to see learning in contemporary learning environments Sarah Howard, Kate Thompson and Abelardo Pardo Chapter 11. Text analytic tools to illuminate student learning Jenny McDonald, Adon Christian Michale Moskal, Cathy Gunn and Claire Donald Chapter 12. Data-informed nudges for student engagement and success Marion Blumenstein, Danny Y. T. Liu, Deborah Richards, Steve Leichtweis and Jason M. Stephens Chapter 13. Supporting the use of student-facing learning analytics in the classroom Linda Corrin Chapter 14. Using measures of pedagogical quality to provide feedback and improve practice Dan Cloney and Hilary Hollingsworth Part V Implementing analytics Chapter 15. Promoting learning analytics practice for tertiary teachers: A New Zealand case study Cathy Gunn and Jenny McDonald Chapter 16. Blurring the boundaries: Developing leadership in learning analytics Deborah West, Henk Huijser and David Heath Appendix A: Discussion questions