👋 Hello there, I’m Amesese

I am Amesese Boateng, a Computer Science graduate from the University of Cape Coast, Ghana. Currently, I work as a Data and Information Science Specialist at Invisible Technologies, and I am also preparing for graduate study in Information Science and Educational Technology.

My path into these fields came through building things. As a researcher at UCC’s Big Data Research Lab, I built an NLP pipeline to classify academic publications by Sustainable Development Goal — and found that every classification decision was also a decision about whose knowledge counts and how it gets organised. As a Teaching Assistant for over 300 undergraduate students, I watched learning technology fail the learners it was supposed to serve, because it had been designed for a different user in a different context. As a founder, I am working on Perimeta AI, an offline-first sovereign AI system for organisations and individuals in low-connectivity environments. Each product deepened the same question: what does it mean to design information and learning systems for people and places that most of the field’s literature does not imagine?

That question is now my research agenda. I am interested in information organisation, human information behaviour, and the design of AI-assisted systems for underrepresented contexts — particularly sub-Saharan Africa. I have a technical background in NLP, machine learning, RLHF, and full-stack development, alongside experience teaching, researching, and building in the Ghanaian tech ecosystem.

From Computer Science to Information Science

“CS gave me the methods. It did not give me the vocabulary to study the power embedded in those methods.”

I did not arrive at Information Science from a library or a policy background. I arrived from a noisy corpus of academic text, a pipeline that kept breaking, and a question I could not answer with code alone.

At the University of Cape Coast’s Big Data Lab, I built an NLP system to classify academic publications by Sustainable Development Goal. The engineering was tractable. What was not tractable was the question underneath it: who decides which knowledge counts, which communities it reaches, and in what form? Every classification decision my system made was also a decision about whose work fits and what gets lost in the translation. Computer Science gave me no framework for that question. Information Science does.

Educational Technology entered the picture through teaching. As a TA for over 300 students at UCC, I watched the same concept land entirely differently depending on the student’s context, confidence, and the tools available. Most of those tools had been designed for a different student in a different place. The gap between the learning technology the field produces and the learning that actually needs to happen in Ghana is wide, and it is a research problem, not just a resource problem.

These are the two threads of my future research: information systems that work in the environments most of the literature ignores, and learning technology that is built for — not adapted to — the contexts where most of the world actually learns.