To build AI that children can intuitively understand and benefit from, designers need a design grammar that serves their developmental needs. This paper bridges artificial intelligence design for children - an emerging field still defining its best practices - and animation, a well established field with decades of experience in engaging children through accessible storytelling. Pairing Piagetian developmental theory with design pattern extraction from 52 works of animation, the paper presents a six scaffold framework that integrates design insights transferable to child centred AI design: (1) signals for visual animacy and clarity, (2) sound for musical and auditory scaffolding, (3) synchrony in audiovisual cues, (4) sidekick style personas, (5) storyplay that supports symbolic play and imaginative exploration, and (6) structure in the form of predictable narratives. These strategies, long refined in animation, function as multimodal scaffolds for attention, understanding, and attunement, supporting learning and comfort. This structured design grammar is transferable to AI design. By reframing cinematic storytelling and child development theory as design logic for AI, the paper offers heuristics for AI that aligns with the cognitive stages and emotional needs of young users. The work contributes to design theory by showing how sensory, affective, and narrative techniques can inform developmentally attuned AI design. Future directions include empirical testing, cultural adaptation, and participatory co design.

Artificial intelligence is widely expected to transform our lives. Leaders from across the sector gathered for a TIME dinner conversation on Nov. 30, where they emphasized the need to center humans in decisions around incorporating the technology into workflows and advocated for governments and industry leaders to take a responsible approach to managing the risks the technology poses. As part of the TIME100 Talks series in San Francisco, senior correspondent Alice Park spoke with panelists Cynthia Breazeal, a pioneer in social robotics and the Dean for Digital Learning at MIT, James Landay, a computer science professor and vice director of the Institute for Human-Centered AI at Stanford University, and Raquel Urtasun, CEO and founder of self-driving tech startup Waabi, which recently put a fleet of trucks into service on Uber Freight's trucking network. The panelists discussed the ethical considerations of AI and the ways in which leaders can ensure its benefits reach every corner of the world. During the discussion, the three panelists highlighted the transformative journey of AI and delved into its profound implications, emphasizing the need for responsible AI deployment.

Sharifa Alghowinem, a research scientist in the Media Lab's Personal Robots Group, poses with Jibo, a friendly robot companion developed by Professor Cynthia Breazeal. "As a child, I wished for a robot that would explain others' emotions to me" says Sharifa Alghowinem, a research scientist in the Media Lab's Personal Robots Group (PRG). Growing up in Saudi Arabia, Alghowinem says she dreamed of coming to MIT one day to develop Arabic-based technologies, and of creating a robot that could help herself and others navigate a complex world. In her early life, Alghowinem faced difficulties with understanding social cues and never scored well on standardized tests, but her dreams carried her through. She earned an undergraduate degree in computing before leaving home to pursue graduate education in Australia.

An essential element of K-12 AI literacy is educating learners about the ethical and societal implications of AI systems. Previous work in AI ethics literacy have developed curriculum and classroom activities that engage learners in reflecting on the ethical implications of AI systems and developing responsible AI. There is little work in using game-based learning methods in AI literacy. Games are known to be compelling media to teach children about complex STEM concepts. In this work, we developed a competitive card game for middle and high school students called "AI Audit" where they play as AI start-up founders building novel AI-powered technology. Players can challenge other players with potential harms of their technology or defend their own businesses by features that mitigate these harms. The game mechanics reward systems that are ethically developed or that take steps to mitigate potential harms. In this paper, we present the game design, teacher resources for classroom deployment and early playtesting results. We discuss our reflections about using games as teaching tools for AI literacy in K-12 classrooms.

As she was looking for a camp last summer, Yabesra Ewnetu, who'd just finished eighth grade, found a reference to MIT's FutureMakers Create-a-thon. Ewnetu had heard that it's hard to detect bias in artificial intelligence (AI) because AI algorithms are so complex, but this didn't make sense to her. "I was like, well, we're the ones coding it, shouldn't we be able to see what it's doing and explain why?" She signed up for the six-week virtual FutureMakers program so she could delve into AI herself. FutureMakers is part of the MIT-wide Responsible AI for Social Empowerment and Education (RAISE) initiative launched earlier this year. RAISE is headquartered in the MIT Media Lab and run in collaboration with MIT Schwarzman College of Computing and MIT Open Learning.

Cynthia Breazeal has joined MIT Open Learning as senior associate dean, beginning in the Fall 2021 semester. The MIT professor of media arts and sciences and head of the Personal Robots group at the MIT Media Lab is also director of MIT RAISE, a cross-MIT initiative on artificial intelligence education. At MIT Open Learning, Breazeal will oversee MIT xPRO, Bootcamps, and Horizon, three units focused on different aspects of developing and delivering courses, programs, training, and learning resources to professionals. With experience as an entrepreneur and founder of a high-tech startup, Breazeal has a nuanced understanding of the startup spirit of MIT Open Learning's revenue-generating business units, and of the importance of connecting MIT's deep knowledge base with the just-in-time needs of professionals in the workforce. "I appreciate the potential educational and training impact of exciting new innovations in the business world. Each of these programs addresses a specific market opportunity and has a particular style of engaging with MIT's educational materials," says Breazeal.

The fourth annual Massachusetts STEM Week kicked off on Monday, Oct. 18 at the MIT Media Lab. Organized by the Massachusetts Executive Office of Education and the STEM Advisory Council, Mass STEM Week is a statewide effort to boost awareness, interest, and access in STEM education and career opportunities for learners of all ages and backgrounds. A focus of this year's STEM Week is "see yourself in STEM," with particular emphasis on the importance of mentoring to bolster confidence in STEM subjects among students from underrepresented groups -- including girls, people of color, low-income families, people with disabilities, and first-generation students. "STEM is the toolkit of the future no matter what your interests are," said Massachusetts Governor Charlie Baker. "You can't think anymore of STEM just being about science, technology, engineering, and math because it's everywhere. There's almost no tool, no capability, no thing you need to succeed, that doesn't involve ... some element of STEM."

A new cross-disciplinary research initiative at MIT aims to promote the understanding and use of AI across all segments of society. The effort, called Responsible AI for Social Empowerment and Education (RAISE), will develop new teaching approaches and tools to engage learners in settings from preK-12 to the workforce. "People are using AI every day in our workplaces and our private lives. Being digitally literate is no longer enough. People need to be AI-literate to understand the responsible use of AI and create things with it at individual, community, and societal levels," says RAISE Director Cynthia Breazeal, a professor of media arts and sciences at MIT. "But right now, if you want to learn about AI to make AI-powered applications, you pretty much need to have a college degree in computer science or related topic," Breazeal adds.

As artificial intelligence (AI) becomes ubiquitous in fields such as medicine, education and security, there are significant ethical and technical challenges to overcome. While the credits to Star Wars drew to a close in a 1970s cinema, 10-year-old Cynthia Breazeal remained fixated on C-3PO, the anxious robot. "Typically, when you saw robots in science fiction, they were mindless, but in Star Wars they had rich personalities and could form friendships," says Breazeal, associate director of the Massachusetts Institute of Technology (MIT) Media Lab in Cambridge, Massachusetts. "I assumed these robots would never exist in my lifetime." A pioneer of social robotics and human–robot interaction, Breazeal has made a career of conceptualizing and building robots with personality.

Cynthia Breazeal has been promoted to full professor and named associate director of the Media Lab, joining the two other associate directors: Hiroshi Ishii and Andrew Lippman. Both appointments are effective July 1. In her new associate director role, Breazeal will work with lab faculty and researchers to develop new strategic research initiatives. She will also play a key role in exploring new funding mechanisms to support broad Media Lab needs, including multi-faculty research efforts, collaborations with other labs and departments across the MIT campus, and experimental executive education opportunities. "I am excited that Cynthia will be applying her tremendous energy, creativity, and intellect to rally the community in defining new opportunities for funding and research directions," says Pattie Maes, chair of the lab's executive committee.