A learning analytics dashboard (LAD) is an application that illustrates the activity and progress of a user in a self-regulated, online learning environment. This tool mines source data to provide meaningful information that supports decision making and positively impacts learning behaviour. Research on this topic explores how learning activities and pedagogical goals are impacted by integrating LADs into learning and/or teaching environments. Currently, the majority of the research is centred around predicting student academic performance and identifying students that are at risk of failing. The popularity of integrating technology into educational practices has led to the adoption of LADs into learning management systems (LMS) or massive open online courses (MOOCs). The objective of this paper is to develop a concept for a standalone prototype LAD, for an Introductory Statistics course (STA 1000), to be potentially integrated into the University of Cape Town's (UCT) LMS, Vula. The dashboard aims to create and incorporate meaningful visualisations, that have the potential to primarily assist students as well as educators. Visualised information in the LAD aims to positively impact students to enhance and drive effective learning, which could consequentially aid educators. Additionally, the dashboard will aim to provide actionable feedback, derived from predictive modelling and course analytics, that positively impacts learning behaviour and identifies factors that the student could most effectively use to leverage their chances of passing and improve academic performance. Predictive analytics aim to identify academic factors, that a student has control over, such as course assessments and engagement variables, at certain time points in the academic semester and provide a useful course of action at those time points. Other than variables measured throughout the course, the predictive modelling takes certain prior academic information into consideration.