As higher education professionals, we would be remiss if we left out one of the most important potential benefactors of xAPI and learning analytics: students. Much in the same way tools such as FitBits and Garmin watches provide data to users about their health habits, opening up learning data for use by students can have a similar self-regulating effect (Perisco & Prozzi, 2015). Students can use their own data to recognize their learning patterns and compare where their engagement levels stand against the rest of the class.
By providing historic data on specific courses and programs, students could potentially see "trouble spots" in the content ahead of time. By looking at data that illustrates the breakdown of the types of learning experiences making up a course, students could use that information to help them decide whether they want to commit to a class or a program based on what they know about their own learning behaviors and how their strengths match up to the strategies used in class.
As learning analytics begins to "catch on" in education, it's thought that students will start to be curious. If an institution's analytics are not already available to students, it's important to consider what could happen if a student does ask for their data. One student in Canada decided to ask his university for the data they collected about his interactions with educational materials, and he details the journey of the request from submission through fulfillment, and also provides some insight as to what he's hoping to learn from his data in a blog series that is available here: http://digitaltattoo.ubc.ca/2016/07/08/blackboard-connect-exposed-part-1/
In the following video, Learning Locker founder Ben discusses the different types of learning data that students might want to access, and how an LRS like Learning Locker helps contain that data.