ABSTRACT
This chapter examines the critical debates about software code and big data, and the interdependencies of data analytics with practices of governing in professional work. It draws to a number of specific challenges that deserve urgent attention by educators and educational researchers interested in professional responsibility. Volunteered data emerge from content posted on the web or social media, such as teacher-student or patient-professional Facebook pages intended to share information and professional services; crowdsourcing. In law Susskind shows how professional legal service has been proliferating into many specialised technology-driven processes, with a corresponding rise of technology-driven entrepreneurs: legal technologists, legal knowledge engineers, project managers and risk managers. Particularly significant is the role played by forms of classification and standardisation associated with the development of such databases, and the ways in which complex knowledge is represented. Professionalism is an important aspect of professional education: people need to rethink how it is enacted in particular digital environments working through particular digitised problems.
