The document discusses lessons learned from implementing learning analytics and learning design at scale over 10 years at the Open University UK. Some key points: 1. Change is slow but can be enhanced with clear senior support, bottom-up support from teachers, and evidence-based research to change perspectives. 2. Both predictive learning analytics since 2013 and learning design since 2005 have provided insights but their impact is often forgotten or underestimated. 3. Factors like faculty engagement, teachers as champions, evidence generation, and digital literacy were critical to successfully implementing predictive learning analytics at scale. 4. Research has found learning design provides important context for learning analytics and can improve courses by closing the loop between design and enhanced learning