The learning analytics community has matured significantly over the past few years as a middle space where technology and pedagogy combine to support learning experiences. To continue to grow and connect these perspectives, research needs to move beyond the level of basic support actions. This means exploring the use of data to prove richer forms of actions, such as personalized feedback, or hybrid approaches where instructors interpret the outputs of algorithms and select an appropriate course of action. This paper proposes the following three contributions to connect data extracted from the learning experience with such personalized student support actions: 1) a student-instructor centred conceptual model connecting a representation of the student information with a basic set of rules created by instructors to deploy Personalized Learning Support Actions (PLSAs); 2) a software architecture based on this model with six categories of functional blocks to deploy the PLSAs; and 3) a description of the implementation of this architecture as an open-source platform to promote the adoption and exploration of this area. Notes for Practice• The report draws on research findings related to the effect of personalized feedback on student satisfaction and academic performance (Pardo, Jovanović, Dawson, Gašević, & Mirriahi, 2018).• The main contribution is the description of the design and implementation of an open source platform for researchers and practitioners to connect data with personalized learning support actions.• The area of learning analytics needs tools such as the one described in this document to serve as a vehicle to exchange insights among researchers and practitioners.• This is an example of the note for practice and research

Students from diverse backgrounds report that time pressures, financial responsibilities, caring commitments, and geographic location are barriers to their uptake of work integrated learning (WIL). Through interviews with 32 students and 15 educators who participated in online WIL, we investigated whether online WIL might be one way of overcoming these barriers. Benefits of online WIL for students included employability skills, meaningful work, affordability, and flexibility when coping with health issues. Challenges for students included missing out on workplace interactions, digital access, and finding a private space in which to work. Students from diverse backgrounds were viewed by educators as bringing positive contributions to the workplace. Educators found challenges in giving feedback and not being able to replicate some aspects of in-person workplaces. We conclude with recommendations on how online WIL might be enhanced to better meet the needs of students facing equity issues. Implications for practice and policy: All participants in online WIL should be encouraged to intentionally view diversity as a strength. Educators need to create explicit opportunities for formal and informal interaction and network building during online WIL. Educators should provide engaging and purposeful work during online WIL. Students may need additional financial or material support to undertake online WIL, for example to enable digital access and access to a private workspace.

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