AI is becoming increasingly integrated in common technologies, which suggests that learning experiences for audiences seeking a "casual" understanding of AI-i.e. understanding how a search engine works, not necessarily understanding how to program one-is an increasingly important design space. Informal learning spaces like museums are particularly well-suited for such public science communication efforts, but there is little research investigating how to design AI learning experiences for these spaces. This paper explores how to design museum experiences that communicate key concepts about AI, using collaboration, creativity, and embodiment as inspirations for design. We present the design of five low-fidelity AI literacy exhibit prototypes and results from a thematic analysis of participant interactions during a co-design workshop in which family groups interacted with the prototypes and designed exhibits of their own. Our findings suggest new topics and design considerations for AI-related exhibits and directions for future research.

Users from marginalized groups are often faced with the challenges that result from a lack of diverse thought in the design and implementation of media and technologies that we engage in our daily lives. It is these artifacts that result in the harm, erasure, and hyper-surveillance of Black and Brown people. We seek to disrupt problematic narratives present in tech and design fields by (re)inserting Black Feminism and leveraging our personal experiences to build on design methods. Though research centered on the importance of women's experiences and standpoints in tech practice is crucial, feminist scholarship has not always reflected the values and the liberation of women who are not white. This paper uses personal narrative to argue for the value of Black feminist thought and methods in the sub-disciplines of computing, such as digital media, human computer interaction (HCI) and human-centered computing (HCC).

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