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Quantum computers are projected to be able to carry out certain complex calculations that our current, classical computers cannot accomplish efficiently. The word quantum refers to the smallest possible unit of something, which in this context relates to the properties of tiny particles like atoms, electrons, and photons. Quantum computers use these properties to perform complex calculations in ways that are fundamentally different from non-quantum computers. In , quantum computers will be faster than classical computers. A quantum computing revolution requires a new generation of scientists and engineers who are familiar with quantum concepts and principles. Yet, educational efforts to teach the basic concepts of this field to a new generation are lacking [2]. A few efforts have been developed to introduce pre-college students to QIS, including an activity on quantum teleportation for secondary school students [3] and a series of coding-based activities for high-school students [4]. However, high-quality activities to promote QIS at the K-12 level are scarce, despite research showing that middle school is a crucial time for students as they begin to contemplate possible career paths [5,6]. This article describes the adaptation of an existing online educational computer game to introduce quantum computing concepts to an interactive science center audience from age seven to adult 

Learner-centered interactions, whether in formal or informal settings, are by their nature unscripted and require both the educator and learner to improvise. In fact, improvisation skills have been recognized as beneficial and applied in a variety of professional development training programs (including science communication, organizational development in university administration, teambuilding and leadership in business, and communication skills in medical education); yet, their inclusion in educator training has been limited. MOXI and UCSB partnered with a professional actor and theater instructor (third author of this paper) to implement applied improvisation training to support informal educators' skills development. After four years of incorporating applied improvisation training in our facilitation training program, we have found that the basic skills of listening, observing, and responding that are critical in learner-centered education are taught effectively through the well-developed, practical, and fun exercises of improvisational theater. In this article, we describe our applied improvisation training and how it builds skills pertinent to implementing learner-centered facilitation, how graduates of our training program connected applied improvisation training to their facilitation, and how other institutions can incorporate it into preparing educators for working in either informal or formal settings.