There is a paradox that personalisation may result in standardisation and routinisation, alongside potential for labelling derived from learning data having lifelong impacts. "*Issue: *Mass personalizationof instructionThe mass personalization of education offers better education for all at very low cost through A/IS-enabled computer-based instruction that promises to free up teachers to work with kids individually to pursue their passions. These applications will rely on the continuous gathering of personal data regarding mood, thought processes, private stories, physiological data, and more. The data will be used to construct a computational model of each child’s interests, understanding, strengths, and weaknesses. The model provides an intimate understanding of how they think, what they understand, how they process information, or react to new information; all of which can be used to drive instructional content and feedback.Sharing of this data between classes, enabling it to follow students through their schooling, will make the models more effective and beneficial to children, but it also exposes children and their families to social control. If performance data are correlated with social data on a family, it could be used by social authorities in decision-making about the family. For example, since 2015-2018, well-being digital tests were performed in schools in Denmark. Children were asked about everything from bullying, loneliness, and stomach aches. Recently it was disclosed that although the collected data was presented as anonymous, they were not. Data were stored with social security numbers, correlated with other test data, and even used in case management by some Danish municipalities.5Commercial profiling and correlation of different sets of personal data may further affect these children in future job or educational situations."p.114-115