Much of the existing work in learning analytics centres on presenting data to staff and faculty so that they can intervene in some way, either directly with students or by altering the curriculum. However, an area of growing interest is the provision of analytics directly to individual students. Intervention was the subject of the previous chapter, but Kruse takes exception to this term, which she believes perpetuates a culture of students being passive subjects instead of reflective learners who can evaluate their own learning processes. 1