Summary
Elizabeth Dalton is a Principal Learning Analytics Specialist Engineer with over two decades at the intersection of learning science and data science, and 11 years of focused industry experience designing analytics that actually change practice. She architected Moodle’s global learning analytics pipeline and a widely used "Students at Risk of Dropout" predictive model grounded in the Community of Inquiry framework, and later led product analytics and privacy-compliant notification systems at IntelliBoard for 400+ institutions. Elizabeth combines doctoral-level training in curriculum and measurement with hands-on engineering—SQL, LMS/SIS integrations, data warehouses, and predictive modeling—to turn messy educational data into ethically governed, action-oriented feedback loops. She also runs an independent serious-games studio and founded a nonprofit language school, reflecting a persistent practice-first approach to learning design. Based in New Hampshire, she now consults and leads teams building learning analytics architecture, instructional strategy, and EdTech products that bridge rigorous theory with usable, scalable implementation.
11 years of coding experience
14 years of employment as a software developer
Advanced Graduate Studies, Educational Research, Measurement and Evaluation, Advanced Graduate Studies, Educational Research, Measurement and Evaluation at Boston College
Doctor of Philosophy (Ph.D.) (ABD), Curriculum and Instruction, Doctor of Philosophy (Ph.D.) (ABD), Curriculum and Instruction at University of New Hampshire
Ed.M., Educational Media and Technology, Ed.M., Educational Media and Technology at Boston University Wheelock College of Education & Human Development
English