In this article in the Australasian Journal of Educational Technology, Simon Fraser University researchers explore what learning analytics could look like if it was informed by learning science findings. The team presents six cases which reflect areas of theory and research in the learning sciences: setting goals and monitoring progress, distributed practice, retrieval practice, prior knowledge for reading, comparative evaluation of writing, and collaborative learning. Each case discusses relevant theory and proposes designs for learning analytics that support the theory or finding. According to the team, learning analytics designs “should guide students toward more effective self-regulated learning and promote motivation through perceptions of autonomy, competence, and relatedness.”