As machine learning and data science applications grow ever more prevalent, there is an increased focus on data sharing and open data initiatives, particularly in the context of the African continent. Many argue that data sharing can support research and policy design to alleviate poverty, inequality, and derivative effects in Africa. Despite the fact that the datasets in question are often extracted from African communities, conversations around the challenges of accessing and sharing African data are too often driven by non-African stakeholders. These perspectives frequently employ a deficit narratives, often focusing on lack of education, training, and technological resources in the continent as the leading causes of friction in the data ecosystem.We argue that these narratives obfuscate and distort the full complexity of the African data sharing landscape. In particular, we use storytelling via fictional personas built from a series of interviews with African data experts to complicate dominant narratives and to provide counternarratives. Coupling these personas with research on data practices within the continent, we identify recurring barriers to data sharing as well as inequities in the distribution of data sharing benefits. In particular, we discuss issues arising from power imbalances resulting from the legacies of colonialism, ethno-centrism, and slavery, disinvestment in building trust, lack of acknowledgement of historical and present-day extractive practices, and Western-centric policies that are ill-suited to the African context. After outlining these problems, we discuss avenues for addressing them when sharing data generated in the continent. CCS CONCEPTS• Computing methodologies → Artificial intelligence; • Social and professional topics → Government technology policy.

The Coronavirus disease 2019 (COVID-19) global pandemic has transformed almost every facet of human society throughout the world. Against an emerging, highly transmissible disease, governments worldwide have implemented non-pharmaceutical interventions (NPIs) to slow the spread of the virus. Examples of such interventions include community actions, such as school closures or restrictions on mass gatherings, individual actions including mask wearing and self-quarantine, and environmental actions such as cleaning public facilities. We present the Worldwide Non-pharmaceutical Interventions Tracker for COVID-19 (WNTRAC), a comprehensive dataset consisting of over 6,000 NPIs implemented worldwide since the start of the pandemic. WNTRAC covers NPIs implemented across 261 countries and territories, and classifies NPIs into a taxonomy of 16 NPI types. NPIs are automatically extracted daily from Wikipedia articles using natural language processing techniques and then manually validated to ensure accuracy and veracity. We hope that the dataset will prove valuable for policymakers, public health leaders, and researchers in modeling and analysis efforts to control the spread of COVID-19.

The robotics field represents the integration of multiple facets of computer science and engineering. Robotics-based activities have been shown to encourage K-12 students to consider careers in computing and have even been adopted as part of core computer-science curriculum at a number of universities. Unfortunately, for students with visual impairments, there are still inadequate opportunities made available for teaching basic computing concepts using robotics-based curriculum. This outcome is generally due to the scarcity of accessible interfaces to educational robots and the unfamiliarity of teachers with alternative (e.g., nonvisual) teaching methods. As such, in this paper, we discuss the use of alternative interface modalities to engage students with visual impairments in robotics-based programming activities. We provide an overview of the interaction system and results on a pilot study that engaged nine middle school students with visual impairments during a two-week summer camp.

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