Learning design (LD) has increasingly been recognized as a significant contextual element for the interpretation and adoption of learning analytics (LA). Yet, few studies have explored how instructors integrate LA feedback into their learning designs, especially within open automated feedback (AF) systems. Amara Atif discusses a multiple-case study at one higher education institution to unveil instructors’ pilot efforts in using an open AF system to align LA and LD within their unique contexts, with the goal of delivering personalized feedback and tailored support