{"id":1447,"date":"2025-03-11T13:39:09","date_gmt":"2025-03-11T13:39:09","guid":{"rendered":"https:\/\/sofianet.uk\/?p=1447"},"modified":"2025-03-11T14:25:56","modified_gmt":"2025-03-11T14:25:56","slug":"susan-leigh-purrington","status":"publish","type":"post","link":"https:\/\/sofianet.uk\/index.php\/2025\/03\/11\/susan-leigh-purrington\/","title":{"rendered":"Teaching AI Literacy Through Fun: A Multi-Perspective Look at an Innovative First-Year Course by Susan Leigh Purrington"},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-post\" data-elementor-id=\"1447\" class=\"elementor elementor-1447\">\n\t\t\t\t\t\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-6e0352b elementor-section-boxed elementor-section-height-default elementor-section-height-default exad-glass-effect-no exad-sticky-section-no\" data-id=\"6e0352b\" data-element_type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-dd3b6d7 exad-glass-effect-no exad-sticky-section-no\" data-id=\"dd3b6d7\" data-element_type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t\t\t<div class=\"elementor-element elementor-element-cd71b5f exad-sticky-section-no exad-glass-effect-no elementor-widget elementor-widget-image\" data-id=\"cd71b5f\" data-element_type=\"widget\" data-widget_type=\"image.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t<style>\/*! elementor - v3.6.5 - 27-04-2022 *\/\n.elementor-widget-image{text-align:center}.elementor-widget-image a{display:inline-block}.elementor-widget-image a img[src$=\".svg\"]{width:48px}.elementor-widget-image img{vertical-align:middle;display:inline-block}<\/style>\t\t\t\t\t\t\t\t\t\t\t\t<img loading=\"lazy\" decoding=\"async\" width=\"500\" height=\"300\" src=\"https:\/\/sofianet.uk\/wp-content\/uploads\/2025\/03\/WhatsApp-Image-2025-03-11-at-16.20.31_23826d1b-500x300.jpg\" class=\"attachment-course_thumbnail size-course_thumbnail\" alt=\"\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-59b0746 elementor-section-boxed elementor-section-height-default elementor-section-height-default exad-glass-effect-no exad-sticky-section-no\" data-id=\"59b0746\" data-element_type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-efef79b exad-glass-effect-no exad-sticky-section-no\" data-id=\"efef79b\" data-element_type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t\t\t<div class=\"elementor-element elementor-element-10ee4fc exad-sticky-section-no exad-glass-effect-no elementor-widget elementor-widget-text-editor\" data-id=\"10ee4fc\" data-element_type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t<style>\/*! elementor - v3.6.5 - 27-04-2022 *\/\n.elementor-widget-text-editor.elementor-drop-cap-view-stacked .elementor-drop-cap{background-color:#818a91;color:#fff}.elementor-widget-text-editor.elementor-drop-cap-view-framed .elementor-drop-cap{color:#818a91;border:3px solid;background-color:transparent}.elementor-widget-text-editor:not(.elementor-drop-cap-view-default) .elementor-drop-cap{margin-top:8px}.elementor-widget-text-editor:not(.elementor-drop-cap-view-default) .elementor-drop-cap-letter{width:1em;height:1em}.elementor-widget-text-editor .elementor-drop-cap{float:left;text-align:center;line-height:1;font-size:50px}.elementor-widget-text-editor .elementor-drop-cap-letter{display:inline-block}<\/style>\t\t\t\t<p>In<strong> Fall 2024<\/strong>, I launched an experimental course that approached artificial intelligence literacy from an unexpected angle: <strong>leisure and recreation.<\/strong> As the creator of &#8220;<strong>AI &amp; the Future of Fun,<\/strong>&#8221; I aimed to demystify AI technology, specifically Generative AI (GenAI) by connecting it to something universally relatable &#8211; how we have fun. The course explored topics relating to <strong>entertainment and media, fitness and exercise, video games and eSports, travel and tourism, and hobbies from both the leisure consumption (personal) and leisure production (professional) sides.<\/strong> Here is how this innovative approach unfolded from multiple perspectives.<\/p><h4><strong>From an Educator&#8217;s Perspective: Designing for Engagement<\/strong><\/h4><p>When designing this course, I embraced <strong>Universal Design for Learning (UDL)<\/strong> principles to ensure the content would be accessible and engaging for all students. <strong>Instead of approaching AI from a place of anxiety, I chose to begin with joy,<\/strong> providing multiple means of engagement by connecting technology to students&#8217; personal interests and leisure activities.<\/p><p>The course&#8217;s design aligned with the UDL framework of multiple means of:<\/p><p><strong>Representation:<\/strong> I deliberately avoided traditional textbooks, instead offering content through diverse formats including current articles, media, guest panels, and hands-on experimentation. This <strong>multimodal approach<\/strong> ensured students could access the material in ways that best suited their learning preferences. As one student noted in their evaluation, &#8220;The course is organized in a way that helps me learn.&#8221;<\/p><p><strong>Action and Expression:<\/strong> Students could demonstrate their understanding through various projects, from curating AI-themed playlists to creating multimedia presentations. <strong>This flexibility allowed students to leverage their strengths while developing new skills<\/strong>. Students had the choice to respond to weekly self-reflections by written, auditory, or visual submissions. Peer review of AI-related activities allowed students to engage in critical thinking skills to evaluate the content and process of the GenAI output.<\/p><p><strong>Engagement:<\/strong> Most revolutionary was my <strong>&#8220;ungrading&#8221; philosophy<\/strong>. Rather than traditional assessments, students evaluated their own engagement, understanding, and growth. As one student noted in their evaluation, &#8220;I felt like there were a lot of tasks, but they weren&#8217;t busy work. I was able to notice my growth from the beginning to the end.\u201d This approach reduced barriers to experimentation, encouraged risk-taking in learning, and diminished the fear of failure that often accompanies learning new technology.<strong> Guest panels featuring industry professionals created real-world connections<\/strong> that heightened relevance and authenticity.<\/p><h4><strong>From a Student&#8217;s Perspective: Learning Through Experience<\/strong><\/h4><p><strong>The transformation in student attitudes toward AI was remarkable.<\/strong> One student&#8217;s reflection captured this journey perfectly: &#8220;I always viewed AI as cheating because of the stigma it has in education, but I&#8217;ve learned that it really is a tool that can be used to aid instead of doing the work for you.&#8221; Students felt the class environment and course topic of leisure relieved their pressure of being knowledgeable of the subject. Instead, they were discussing their own interests therefore making them the expert of the course topic. Add in the open use and encouragement of GenAI tools for completing various course tasks, and students felt they were able to gain confidence and competence in AI literacy.<\/p><p>Students engaged with AI through carefully designed projects that connected to their personal interests. <strong>The AI Playlist assignment had them curate media resources related to how AI will affect their preferred leisure activities.<\/strong> For example, several students discussed the future of fitness by finding articles, blogs, vlogs, and podcasts related to personal fitness coaches. This personalized approach immediately made the learning relevant and applicable. Another assignment was creating a multi-media representation of the future of their fun. Students created songs, videos, images, and presentations developed with GenAI tools, then presented their projects to peers for analysis and discussion.<\/p><p>By taking part in these activities, <strong>students became aware of the need for human interaction in the engagement with the rapidly changing technologies.<\/strong> A particularly insightful student observation highlighted the nuanced understanding they developed: &#8220;Art, at its core, is a medium that is shaped by human experiences. I am doubtful that music is a leisure activity that AI could fully encapsulate, but it definitely could be used in assistance.&#8221; This demonstrates the kind of critical thinking I aimed to cultivate &#8211; moving beyond binary perspectives of AI as either threat or savior while recognizing the ethical and responsible use of it.<\/p><h4><strong>From an Administrator&#8217;s Perspective: Institutional Impact<\/strong><\/h4><p>From an institutional standpoint, this course was <strong>a bold experiment<\/strong> in curriculum design. The feedback on the course evaluations were overwhelmingly positive. Students consistently rated the course organization and learning outcomes highly, with particularly strong scores for instructor feedback and respect for students. The design of the course utilizing UDL and ungrading principles speaks to the inclusive approach to support student learning.<\/p><p>The course structure proved that <strong>it is possible to integrate emerging technology responsibly while maintaining academic integrity.<\/strong> By focusing on ethical considerations and responsible use, I created a model that could be adapted across other departments and disciplines and within K-12 education, courses such as \u201cAI and the Future of Healthcare,\u201d or \u2026Business, or \u2026Marketing, or \u2026fill in the blank.<\/p><p>The success of this approach is evident in the comprehensive understanding students developed. One student reflected: &#8220;<strong>This class, while it embraced heavy use of AI, taught a healthy balance between using AI and human thought<\/strong>. It made students aware of the strengths and weaknesses of AI and how people may capitalize on them to advance their ideas.&#8221; As one guest panelist said, \u201chumans know how a strawberry tastes, it\u2019s the human experience that can\u2019t be replicated by a machine.\u201d Students in this course are now able to identify when the use of a GenAI tool would be productive versus when human creation is needed.<\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-f0aefb0 elementor-section-boxed elementor-section-height-default elementor-section-height-default exad-glass-effect-no exad-sticky-section-no\" data-id=\"f0aefb0\" data-element_type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-65c5421 exad-glass-effect-no exad-sticky-section-no\" data-id=\"65c5421\" data-element_type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t\t\t<div class=\"elementor-element elementor-element-3e3c344 exad-sticky-section-no exad-glass-effect-no elementor-widget elementor-widget-image\" data-id=\"3e3c344\" data-element_type=\"widget\" data-widget_type=\"image.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<img loading=\"lazy\" decoding=\"async\" width=\"500\" height=\"300\" src=\"https:\/\/sofianet.uk\/wp-content\/uploads\/2025\/03\/colleagues-studying-together-exam-1-500x300.jpg\" class=\"attachment-course_thumbnail size-course_thumbnail\" alt=\"\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-6dad04a elementor-section-boxed elementor-section-height-default elementor-section-height-default exad-glass-effect-no exad-sticky-section-no\" data-id=\"6dad04a\" data-element_type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-aae14ef exad-glass-effect-no exad-sticky-section-no\" data-id=\"aae14ef\" data-element_type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t\t\t<div class=\"elementor-element elementor-element-200b7c7 exad-sticky-section-no exad-glass-effect-no elementor-widget elementor-widget-text-editor\" data-id=\"200b7c7\" data-element_type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<h4><strong>The Future of AI Education<\/strong><\/h4><p>This experiment in AI literacy through leisure has revealed several<strong> key insights<\/strong> about teaching technology in higher education:<\/p><ol><li>Approaching <strong>complex topics through familiar contexts<\/strong> reduces resistance and increases engagement<\/li><li><strong>Hands-on experimentation<\/strong>, coupled with critical self reflection and peer review, leads to deeper understanding<\/li><li><strong>Focusing on personal relevance<\/strong> helps students develop more nuanced perspectives on technological impact<\/li><\/ol><p>Moving forward, this course provides a template for how educators and institutions can approach emerging technology education. <strong>Rather than treating AI as a separate subject, we can integrate it into discussions about human experiences and activities that matter to students.<\/strong><\/p><p>As artificial intelligence continues to evolve and integrate into every aspect of our lives, approaches like this &#8211; grounded in human experience and joy &#8211; <strong>will become increasingly valuable in helping students develop the critical thinking skills they need to engage with technology responsibly and effectively.<\/strong> This course demonstrates that when we shift the conversation from fear to possibility, from abstract to personal, we create space for more meaningful learning about the technologies that are shaping our future. By starting with fun, I believe I have found a path to serious understanding and competence.<\/p><p>Perhaps the final word best comes from a student:<strong> &#8220;I&#8217;m happy I took this class because I felt like I grew. I think everyone that doesn&#8217;t understand AI or is curious about AI should take this class like this because it will help them out a lot.&#8221;<\/strong><\/p><p>Author notes: This article was human written, then edited and formatted using Generative AI tools, such as spellcheck, Word Editor, and Anthropic\u2019s Claude 3.5 Sonnet.<\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-ce25fc9 elementor-section-boxed elementor-section-height-default elementor-section-height-default exad-glass-effect-no exad-sticky-section-no\" data-id=\"ce25fc9\" data-element_type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-af3a1fa exad-glass-effect-no exad-sticky-section-no\" 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class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-7555399 exad-glass-effect-no exad-sticky-section-no\" data-id=\"7555399\" data-element_type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t\t\t<div class=\"elementor-element elementor-element-1382e9d elementor-position-top elementor-vertical-align-top exad-sticky-section-no exad-glass-effect-no elementor-widget elementor-widget-image-box\" data-id=\"1382e9d\" data-element_type=\"widget\" data-widget_type=\"image-box.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t<style>\/*! elementor - v3.6.5 - 27-04-2022 *\/\n.elementor-widget-image-box .elementor-image-box-content{width:100%}@media (min-width:768px){.elementor-widget-image-box.elementor-position-left .elementor-image-box-wrapper,.elementor-widget-image-box.elementor-position-right 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.elementor-image-box-wrapper{-webkit-box-align:end;-ms-flex-align:end;align-items:flex-end}}@media (max-width:767px){.elementor-widget-image-box .elementor-image-box-img{margin-left:auto!important;margin-right:auto!important;margin-bottom:15px}}.elementor-widget-image-box .elementor-image-box-img{display:inline-block}.elementor-widget-image-box .elementor-image-box-title a{color:inherit}.elementor-widget-image-box .elementor-image-box-wrapper{text-align:center}.elementor-widget-image-box .elementor-image-box-description{margin:0}<\/style><div class=\"elementor-image-box-wrapper\"><figure class=\"elementor-image-box-img\"><img loading=\"lazy\" decoding=\"async\" width=\"150\" height=\"150\" src=\"https:\/\/sofianet.uk\/wp-content\/uploads\/2025\/03\/Untitled-design-modified-150x150.png\" class=\"attachment-thumbnail size-thumbnail\" alt=\"\" \/><\/figure><div class=\"elementor-image-box-content\"><h3 class=\"elementor-image-box-title\"><span style=\"font-size:11.0pt;font-family:&quot;Aptos&quot;,sans-serif;\nmso-fareast-font-family:Aptos;mso-fareast-theme-font:minor-latin;mso-bidi-font-family:\nAptos;mso-ansi-language:EN-US;mso-fareast-language:EN-US;mso-bidi-language:\nAR-SA\">Susan Purrington<\/span><\/h3><p class=\"elementor-image-box-description\">Susan Purrington, PhD, CTRS is a leader in AI-integrated education and digital literacy within recreation and therapeutic recreation fields and regularly consults with agency leaders in the nonprofit and small business sectors. As Associate Teaching Professor at Northern Arizona University, she chairs the AI Community of Practice and has delivered numerous workshops and presentations on AI applications in education and recreation therapy. Her recent professional development includes EDUCAUSE Teaching with AI certification, ACUE AI Quick Series, and leading initiatives on ethical AI use in assessments. She actively develops AI-focused curricula, including \"AI and the Future of Fun,\" and provides consultation internationally on AI integration in professional.\n<\/p><\/div><\/div>\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"<p>In Fall 2024, I launched an experimental course that approached artificial intelligence literacy from an unexpected angle: leisure and recreation. [&hellip;]<\/p>\n","protected":false},"author":3,"featured_media":1462,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"om_disable_all_campaigns":false,"footnotes":""},"categories":[30],"tags":[],"class_list":["post-1447","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-articles","entry","has-media"],"_links":{"self":[{"href":"https:\/\/sofianet.uk\/index.php\/wp-json\/wp\/v2\/posts\/1447","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sofianet.uk\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sofianet.uk\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sofianet.uk\/index.php\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/sofianet.uk\/index.php\/wp-json\/wp\/v2\/comments?post=1447"}],"version-history":[{"count":9,"href":"https:\/\/sofianet.uk\/index.php\/wp-json\/wp\/v2\/posts\/1447\/revisions"}],"predecessor-version":[{"id":1494,"href":"https:\/\/sofianet.uk\/index.php\/wp-json\/wp\/v2\/posts\/1447\/revisions\/1494"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/sofianet.uk\/index.php\/wp-json\/wp\/v2\/media\/1462"}],"wp:attachment":[{"href":"https:\/\/sofianet.uk\/index.php\/wp-json\/wp\/v2\/media?parent=1447"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sofianet.uk\/index.php\/wp-json\/wp\/v2\/categories?post=1447"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sofianet.uk\/index.php\/wp-json\/wp\/v2\/tags?post=1447"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}