Blended inquiry learning, where students for example use online labs to perform experiments, is considered a promising approach to increase the skills and interest of students in science, technology, engineering, and mathematics domains. For teachers to provide adequate guidance to their students, it is critical that they are aware of the progress and difficulties encountered by each student. This can be accomplished through visual learning analytics, namely by tracking student interaction, data analysis and adequate visualisations. To address this awareness issue, we present in this paper a set of contextual learning analytics apps which provide the teacher with learning-specific information. This paper presents a requirement analysis from a summer school with 32 teachers, the design and implementation of three contextual learning analytics apps, the main outcomes from a case study as well as an outlook on future research avenues.