The E-Listening Project began as an effort to use data traces of student activity in online discussions to better understand their learning behaviors and interactions. Several years of basic research yielded many fruitful results including a reconceptualization of the notion of listening for online spaces, an explanation of a theoretical taxonomy for considering different kinds of listening in online discussion, and documentation of empirical findings about both the specific patterns of listening in which students engage and their perceptions of these activities. This early work also placed the project in an ideal position to move from an explanatory mode to an interventionist one, just as the field of learning analytics began to pick up steam. Recent project efforts have thus resulted in tools directly designed for student use, both embedded learning analytics in the form of a novel graphical discussion interface and extracted learning analytics provided periodically as part of a reflective cycle./n/nThis presentation will overview the early findings from the project, discuss the challenges faced in moving from a basic research to a learning intervention mode, and present the E-Listening Analytics that were eventually developed with initial pilot implementation results.