It has long been known in educational research that triangulation of different perspectives and data sources can help illuminate the complexity of learning phenomena. New pedagogical approaches that enable deeper learning (e.g., collaborative, inquiry learning) highlight this need for triangulation of learning evidence even more. The increasing availability and usage of different technologies in education (from smartphones and laptops to sensors or webcams) may pose an opportunity in this regard. However, analyzing and making sense of such disparate data sources (what has been termed Multimodal Learning Analytics, or MMLA) is not a trivial task. This open TEL seminar Luis Pablo Prieto Santos will showcase several strands of research at TLU that try to use MMLA not only to provide researchers with deep analyses about complex learning processes but rather give teachers (who are not experts in analytics techniques) timely information about the learning process, in terms that are useful for them in their classroom practice. We will discuss insights that these ongoing efforts are producing, pitfalls that they have detected, and we will discuss the potential for reusing these approaches in joint research collaborations and proposals.