Recent learning theories stress that learning does not necessarily translate solely into knowledge gains: rather, it can be measured in terms of increased participation and interaction of the individual with their group or community. We explore this in conjunction with exploitation of an existing professional tool, which we have enhanced with mechanisms to extract useful information from learner interaction traces and then make these available in a form that is meaningful for teachers and learners. This broad approach offers huge promise at a far lower cost than that needed to build pure intelligent learning systems. We present our learning environment used in a course where small teams of students work on software development projects and learn about working in groups. We report the success of the approach in terms of the different levels of interaction across two cohorts, the first using just the professional tool and the second using our enhanced visualisations in conjunction with it.