This paper explores the usefulness of formalytics for sustainable learning improvement linked to lifelong learning. This can be achieved in two ways; firstly, by providing students with automatic VLE generated feedback of information giving an analysis of their personal data gathered on their learning engagement and performance; secondly, by students self evaluating their own performance from critical benchmarks negotiated through their facilitators via a predictive model. In this two-stage process the students are required to interpret their personal data and take self-determined action with facilitator support to improve their learning performance and outcomes. The authors through extensive meta-analysis of existing literature on LA have designed a flexible model by which the students are coached to improve their performance through reflective interaction with their learning context and activities. This system is a formative learning analytics process proposed for Higher Education.