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The practice of thermoforming plastics relies on understanding the effects of temperature. Although simulations can predict these effects with precise material and equipment parameters, they often fail to communicate experiential knowledge of how different materials and processes interact. Tactile feedback and visual cues are central to determining whether a material is malleable, a skill that simulations cannot replicate. Our work explores the use of a heat-sensitive spray-on smart material made from polydiacetylene (PDA) to improve heat perception. This sensor exhibits reversible colorimetric changes in response to temperature variations from 100ºC to 200ºC, acting as a visual cue perceivable by humans. This study evaluates the sensitivity, accuracy, and practicality of PDAs in real-time temperature monitoring during vacuum forming and acrylic bending. Our findings demonstrate that PDA based sensors enhance visibility of material dispersion, provide safeguards to critical temperatures, and illustrate heat flow and conductivity, thereby improving accessibility, literacy, and relationships with materials in thermoforming practices. 

Communities of practice (CoPs) play a crucial role in cross-pollination and learning within various skill-based and craft domains. These communities often share common materials, concepts, and techniques across related practices. However, due to their insular nature, exchanging knowledge between CoPs has been challenging, leading to fragmented knowledge marked by differing vocabularies and contexts. To address this issue, we introduce Anther, a system designed to highlight shared concepts and semantic overlap between distinct CoPs. Anther projects concepts onto a 2-dimensional space, providing users with comprehensive, contextual, and conceptual views. We conducted a user study, demonstrating Anther’s effectiveness in aggregating and disseminating community-based knowledge, bridging gaps between CoPs, and supporting the cross-pollination of knowledge between CoPs. Further, we present interaction vignettes that illustrate how Anther can ease entry into new domains and aide in discovering new creative techniques. This work can benefit maker communities by fostering collaborative knowledge-building across diverse domains. 

Within various creative domains, communities of practice (CoPs) are instrumental in fostering knowledge creation and innovation. Although each community disseminates knowledge through resources like online video tutorials, this content is often hidden behind different contexts and semantics that limits practitioners’ ability to learn, borrow, and adapt knowledge from each other. To trace how knowledge disseminates across CoPs, we analyzed video transcripts across 25 communities and characterized them using Term Frequency Proportional Document Frequency (TF*PDF) to extracted materials, tools, and techniques concepts. Using a cluster heatmap visualization, we reveal material and material parallels as boundaries for umbrella CoPs, techniques as strong predictors of kindred CoPs, and outliers as emerging sites of hybrid CoPs. We discuss implications for the design of knowledge discovery support tools to characterize material workflows, track knowledge evolution, and develop semantic vocabularies. 

The ability to visually discern shape, form, and value is fundamental to observational drawing. However, developing this skill requires a drawer to perceive a “raw” version of the scene being drawn, often referred to as regaining the innocence of the eye. This work investigates how interactive projected light cues can be used to alter the perception of drawing objects and understand how users might control their own perception. We introduce an augmented reality system capable of dynamically projecting interactive light cues onto objects within a live drawing studio. We present the design of three cues that address challenging percepts for novice drawers: gauging proportion, discerning shape, and shifting visual attention. In a formal user study with novice and intermediate drawers, we evaluate the effectiveness of these cues in supporting observational drawing. We demonstrate how cues can be designed to correct subconscious errors and visually guide users in learning to draw.