This paper will document how learning analytics is being operationalised in one large School of Education for the purposes of informing future processes and planning for curriculum, pedagogy, assessment, and student experience. It will overview the theoretical, contextual, and epistemological underpinnings of the project, and details the planning processes, decisions and progress made to date. Impetus for the project is recent legislation requiring Schools of Education within the Australian higher education sector to adopt a rigorous compliance and evidence-based framework that can demonstrate progress of its courses and pre-service teachers against recently-released industry standards. This LA project is underpinned by a recognition of learning as a complex, temporal, and situated process mediated by students' capitals, affect, behaviour, and cognition. The program’s focus on learning, rather than learner behavior, marks an epistemological reframing of learning analytics to learning-centred analytics.

Keywords: learning analytics, learning, pre-service teachers