Ehlenz, MatthiasCwielong, IlonaLukarov, VlatkoSchroeder, UlrikSchulz, Sandra2019-10-102019-10-102019https://dl.gi.de/handle/20.500.12116/27963This paper provides attitudes, perspectives, and challenges which entail Learning Analytics research and practice from the fields of didactics, media pedagogy, and learning analytics’ technical implementation as a service. This interplay of different perspectives is an invaluable advantage which helps in providing pedagogically sound learning analytics results which can be integrated within the didactical aspects of the applied learning scenarios. Didactics, or “science of teaching” supports people in their learning process by utilizing learning theories and (media)- didactical concepts. Media pedagogy as a theory works within the context of media and society and tries to understand how people use and navigate through various media (as experienced or in- experienced users), and more specifically how these media and its resources (or products) are integrated and used within the educational processes. Learning analytics as a field is (to-date) still mostly data-driven research field. Most research projects and individual practitioners’ initiatives are still heavily influenced by the available learners’ data, and the advancement in hardware and software technology concerning data analysis. This position paper provides arguments, existing research decisions and developments, and promising future steps and directions which can help in finding the balance of how much each of these perspectives should (and could) influence Learning Analytics research and services.deLearning Analyticsmedia pedagogyeducational sciencesdata privacy & ethicslearning technologiesLA as a serviceText/Conference Poster10.18420/delfi2019-ws-103