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: Daniel K. Schneider, TECFA, Faculty of psychology and educational sciences, University of Geneva
: Daniel K. Schneider, TECFA, Faculty of psychology and educational sciences, University of Geneva
: '''''Very rough draft'''''
: '''Workshop notes'''
: [http://tecfa.unige.ch/earli2016/ EARLI Special interest Group “Text and Graphics Comprehension”]
: Geneva, July, 2016
: Geneva, July, 2016


== Abstract ==
== Abstract, program and objectives ==


Physical visualizations (or physicalizations) can promote cognition through a variety of mechanisms, notably easier perception, hands-on manipulation and enhanced interaction with other participants. We can distinguish several types of physical visualizations, according to three dimensions: active/passive, kit/whole, digitally enhanced/non digital. In this workshop we will focus on two kinds of visualizations, non-digital construction kits and whole visualizations.
Physical visualizations (or physicalizations) can promote cognition through a variety of mechanisms, notably easier perception, hands-on manipulation and enhanced interaction with other participants. We can distinguish several types of physical visualizations, according to three dimensions: active/passive, kit/whole, digitally enhanced/non digital. In this workshop we will focus on two kinds of visualizations, non-digital construction kits and whole visualizations.
Line 11: Line 12:
(1) Construction kits allow creating and manipulating visualizations from building blocks. In education, construction kits, also known as expressive media or manipulatives, allow interactive exploration of designs, concepts and roles. Physical visualizations can for example represent tabular quantitative data or more qualitative data like the state of a project or a system. Construction kits to create such visualization include a set of tokens that can be assembled into something with a new functionality (i.e. visualizations in our case) according to predefined rules. (2) Whole visualizations are created digitally and then rendered entirely by a 3D printer or other fabrication device. Typically, these 3D visualizations are represent quantitative data, e.g. comparative time series, maps or functions with 3 variables.
(1) Construction kits allow creating and manipulating visualizations from building blocks. In education, construction kits, also known as expressive media or manipulatives, allow interactive exploration of designs, concepts and roles. Physical visualizations can for example represent tabular quantitative data or more qualitative data like the state of a project or a system. Construction kits to create such visualization include a set of tokens that can be assembled into something with a new functionality (i.e. visualizations in our case) according to predefined rules. (2) Whole visualizations are created digitally and then rendered entirely by a 3D printer or other fabrication device. Typically, these 3D visualizations are represent quantitative data, e.g. comparative time series, maps or functions with 3 variables.


In this workshop we first will present the concepts of physical visualization and construction kit and discuss a few examples that are either teacher or learner-centric. Then we will introduce some technical principles of digital design and fabrication, before discussing the practical requirements for teachers and/or students to learn and use digital design and fabrication technology. Finally, we will engage participants in some prototyping activity.
In this workshop we will:
* present the concepts of construction kit and physical visualization,
* discuss a few examples that are either teacher or learner-centric,
* introduce some technical principles of digital design and fabrication,  
* discuss practical requirements for teachers and/or students to learn and use digital design and fabrication technology,
* engage participants in some prototyping activity
* have some brainstorming about the "comprehension of physicalizations" made with 3D printers


== Provisional program ==
Objective:
* Reflect on the future of physicalizations in education & research (taking into account affordances of new and cheap technology)


=== Talk about digital design and fabrication in education ===
== PART I: Introduction to Construction kits, physical visualization, digital design and fabrication ==
 
=== What are construction kits ? ===
 
A construction kit is a set of elements that can be assembled / combined into something that has new functionality, e.g. models of objects, ideas, or settings for role play.
 
[[File:construction-kit.png|none|800px|Construction kits: roots and properties]]
 
Some [[construction kit]]s are tools for data visualization, others include at least some data visualization.
 
=== What are physical visualizations ? ===
 
'''Properties of a [[physical visualization]] kit''' (Huron 2014)
* A set of '''basic units''' or tokens, which can be mapped to data,
* A '''token grammar''', which declares how the attributes of the tokens can signify data,
* An '''environment''' in which the tokens can be placed,
* An '''assembly model''', which describes the constraints and freedom with which the tokens can be assembled.
 
Examples from http://dataphys.org/list/ maintained by [http://www.aviz.fr/ Aviz] team, INRIA and friends.
* [http://dataphys.org/list/mesopotamian-clay-tokens/ 5500 BC – Mesopotamian Clay Tokens]
* [http://dataphys.org/list/city-populations/ 2007 – Global Cities: Elevation Maps of City Population]
* [http://dataphys.org/list/activity-logging-with-lego-bricks/ 2008 – Activity Logging with LEGO Bricks]
* [http://dataphys.org/list/data-sculptures-in-class/ 2010 – Data Sculptures in Class]
* [http://dataphys.org/list/laser-cut-time-series/ 2011 – Temperature measurement] (Laser cut Time Series)
* [http://dataphys.org/list/touching-air-necklace-shows-air-pollution/ 2015 – Touching Air: Necklace Shows Air Pollution]
* [http://dataphys.org/list/canadian-federal-election-first-past-the-post-vs-proportion-representation/ 2015 – Canadian Federal Election Explained with LEGOs]
* [http://dataphys.org/list/passim-visual-reconceptualisation-of-spatial-theories/ 2015 – Passim: Visual Reconceptualisation of Spatial Theories]
* [http://dataphys.org/list/motus-forma-peoples-motions-in-a-shared-space/ 2016 – Motus Forma: People’s Motions in a Shared Space]
 
Examples from thingiverse (3D printable objects repository maintained by a 3D printer vendor)
* [http://www.thingiverse.com/explore/newest/learning/math/page:1 Newest learning math items]
* [https://www.thingiverse.com/challenges/MakerBot-Academy-Math Makerbot Academy Math] (A competition for building good math manipulables, 2013). The competition page cites [https://en.wikipedia.org/wiki/Manipulative_(mathematics) Wikipedia's Math Manipulative] article.
* [http://www.thingiverse.com/challenges/MakerEdChallenge Maker Ed Challenge] (Feb. 2016)
 
'''2011+: Teachers and learners can print/adapt/create visualizations and visualization kits in a cheap and fairly easy way.'''
 
=== Digital design and fabrication in education ===
 
There exist several use cases for construction kits and visualizations:
* Visualizations or kits as didactic tools (mainly demonstration of principles)
* Construction kits for exploring and learning
* Kits to keep track of projects states and achievements (management)
* Kits as medium for design teaching
* Building visualizations and creating kits to stimulate in-depth reflection about a subject
* ....
   
   
http://tecfa.unige.ch/tecfa/talks/schneide/iran-2015/design-fabrication-talk/A-design-fabrication-shiraz-2015-schneider.html Digital design and fabrication in education]
'''Places for digital design and fabrication'''


=== Digital design and fabrication in research ===
So far, most of the making is done outside of formal learning settings (The UK may be the exception):
* Fablabs (are on a mission, rules and minimal set of tools are required)
* Makerspaces (other places for making, various sizes)
* FacLabs (small, university Fablabs)
* Hackerspace (bottom-up organized makerspaces)
* Public Labs (do-it your self science with a political orientation)
: See also: [[Tour de Fablab]]


*  
* Examples: [http://cba.mit.edu/facilities/index.html MIT] (can build almost anything), [http://fablab.waag.org/ FabLab Amsterdam] (public), [http://www.faclab.org/ FacLab Sergy-Pointoise], [[Fablab TECFA]] (my own machines, not a Fablab)


== Technical introduction to digital design and fabrication ==
=== Introduction to 3D printing ===


'''Definitions'''
'''3D printing workflow'''
# Grab, scan, adapt or create a 3D model
# Translate to a simple mesh model (STL format), e.g. using the open source [[Meshlab for RapMan tutorial|Meshlab]] software
# Repair and adapt the model, e.g. the popular [[Netfabb Studio tutorial|Netfabb Studio]] software
# Translate to machine code with a [[Slicers and user interfaces for 3D printers|Slicing tool]], e.g. [http://slic3r.org/ Slic3R] or [https://ultimaker.com/en/products/cura-software Cura]
# Send to 3D printer
Steps 3-6 are often done with a single software, e.g. the open source [https://github.com/repetier/Repetier-Host/wiki Repetierhost program]


: CAD - computer-aided design
* See workflow of [[3D printing]] for ''variants of this''
: CAM - computer-aided manufacturing
: 3D printing - additive fabrication from


Including a quick tour of available machinery in various contexts.
'''Technology'''
* [[Tour de Fablab]]  
* Fused Filament Fabrication (FFF): Heated, extruded [[3D printer filament|Filament]] is deposited layer by layer. Cost: 300 - 5000 Euros. Cheap material
** [http://cba.mit.edu/facilities/index.html MIT] (can build almost anything)
* Syringue-based systems (as above, for printing epoxy composites, pain, food, bio-components, etc.). Cost: Addon-to a filament printer or several K.
** [http://fablab.waag.org/ FabLab Amsterdam]
* Solification of liquid (Stereolithography, SLA). Cost: 1000 - 50K
** [[Fablab TECFA]] (not a Fablab!!)
* Binding of granular materials (e.g. selective laser sintering, SLS). Cost: 10 - 500K


== Introduction to 3D printing ==
Alternatives to 3D printing: [[laser cutter|laser cutting]] and [[hobby milling|milling]]


* Workflow of [[3D printing]]
'''Online drawing tools:'''
* https://www.3dslash.net/  (Mindcraft-like)
* https://www.tinkercad.com/ (Easiest Drawing Tool)


Online drawing tools:
'''Many tools for the desktop and mobile devices'''
*
* See [[Computer-aided design and manufacturing]]
*  


Specialized tools:
Specialized tools for creating visualizations (not yet available):
* MakerVis video: http://www.aviz.fr/makervis
* MakerVis video: http://www.aviz.fr/makervis
== PART II: Hands on ==
=== Sample visualizations ===
Shown in the workshop:
* [https://www.thingiverse.com/thing:1186723 Golden Ratio and Fibonacci's Sequence] by ypsimon, published Dec 9, 2015. A math manipulative.
* [http://tecfaetu.unige.ch/etu-maltt/R2D2/dacostj7/stic-4/proj/index.html Triangle de Reuleux] by Julien DaCosta (coursework)
* [http://www.thingiverse.com/thing:1663590 Running activity visualization beads] by DKS, a simpler version of a necklace described in Stusak, S., Tabard, A., Sauka, F., Khot, R. A., & Butz, A. (2014). Activity sculptures: Exploring the impact of physical visualizations on running activity. IEEE transactions on visualization and computer graphics, 20(12), 2201-2210. https://www.medien.ifi.lmu.de/pubdb/publications/pub/stusak2014vis/stusak2014vis.pdf
* [http://www.thingiverse.com/thing:33001 Lego-compatible thesis project boards] by DKS described [http://edutechwiki.unige.ch/en/Lego-compatible_thesis_project_board here], [http://edutechwiki.unige.ch/en/Using_a_thesis_project_board here] and in a [http://tecfa.unige.ch/tecfa/talks/schneide/eiah-2015/Schneider_EIAH2015-lego-final-preprint.pdf poster paper] in french.
=== HANDS ON: prototyping ===
'''Brainstorming'''
* Imaging a construction kit or an other method to visualize data. Try to find something that visualizes states or achievement of activities
* Discuss your idea with your neighbors
* Create a prototype (at least for an element)
For prototyping, we suggest five options:
'''In the tradition'''
* Take a sheet of paper and draw
'''Parameterization of necklace beads'''
* Transfer to an education or research subject, i.e. ''imagine a necklace whose beads encode some "advancement" or achievement information''.
* Play with [http://www.thingiverse.com/thing:1663590 Running activity visualization beads]
** Click on customize (green button)
** Select on Customizer (Red app)
'''Lego sculptures'''
* Imagine a collection of special-purpose bricks that represent something of interest to education or research work.
* Sculpt cool Lego bricks with [http://www.thingiverse.com/thing:1664118 3Dslashable LEGO compatible bricks]
** Either use the customize (green button) plus 3D Slash customizer app ('''registration required''')
** Or install the app on your computer: [https://www.3dslash.net/features_downloads.php https://www.3dslash.net/features_downloads.php] and download an STL file from [http://www.thingiverse.com/thing:1663590 here]
'''Draw from scratch using an online tool or your cell phone'''
* Create a system of tokens for an educational or research visualization
* There are several easy options:
** Online (web browser) "easy composition": https://www.tinkercad.com/
** Android "mindcraft-like" app: '''Qubism''' ([https://play.google.com/store/apps/details?id=jquinn.qubism.android&hl=en Android PlayStore page])
** Android and IOS "easy composition" app: '''3D Creationist''' ([http://3dcreationist.com/ home page], [https://play.google.com/store/apps/details?id=com.tdcp.threedc&hl=en PlayStore page], [https://itunes.apple.com/us/app/creationist-3d-modeling-printing/id1006435834 iTunes page])
** IOS app: '''Blokify'''


== Resources ==
== Resources ==
Line 52: Line 162:
=== 3D printing ===
=== 3D printing ===


'''Tools'''
Below is a '''selection''' of tools. Search or [[Category:3D printing|browse]] this wiki for more.
 
'''Online modeling tools'''
 
* [https://www.tinkercad.com/ TinkerCAD]
* [https://www.3dslash.net/ 3DSlash] (Also available within Thingiverse)
 
'''Modeling Tools'''


* [http://www.netfabb.com/basic.php Netfabb Studio Basic] - STL positioning/repair (Win/Mac/Linux)
* [http://www.netfabb.com/basic.php Netfabb Studio Basic] - STL positioning/repair (Win/Mac/Linux)
Line 60: Line 177:
* [http://www.openscad.org/ OpenScad] (Win/Mac/Linux). 3D Programming
* [http://www.openscad.org/ OpenScad] (Win/Mac/Linux). 3D Programming
* [http://www.123dapp.com/create Autodesk® 123D™] (Free Autodesk CAD/3D tools for PCs and tablets, large downloads)
* [http://www.123dapp.com/create Autodesk® 123D™] (Free Autodesk CAD/3D tools for PCs and tablets, large downloads)
'''Slicing and controlling software'''
* [https://github.com/repetier/Repetier-Host/wiki Repetierhost], a popular program to control 3D printers, also includes an interface to run slicers.
* [https://github.com/repetier/Repetier-Host/wiki Repetierhost], a popular program to control 3D printers, also includes an interface to run slicers.


'''Sites'''
'''Repositories'''
* http://thingiverse.com
* http://thingiverse.com
* [http://www.shapeways.com/ Shapeways], a site where people sell their designs (you decide how to render it)
* [http://www.shapeways.com/ Shapeways], a site where people sell their designs (you decide how to render it). You also can upload a model and have it printed


=== Computerized embroidery ===
=== Computerized embroidery ===
Line 73: Line 193:
=== Design and fabrication in schools ===
=== Design and fabrication in schools ===


* [http://tecfa.unige.ch/tecfa/talks/schneide/EARLI-SIG2-2016/design-fabrication-talk/A-talk.html Digital design and fabrication in education] (talk)
* [http://edutechwiki.unige.ch/en/3D_printers_in_education 3D printers in education]
* [http://edutechwiki.unige.ch/en/3D_printers_in_education 3D printers in education]
* [http://edutechwiki.unige.ch/en/Fab_labs_in_education Fab labs in education]
* [http://edutechwiki.unige.ch/en/Fab_labs_in_education Fab labs in education]
Line 113: Line 234:
* [http://edutechwiki.unige.ch/fr/STIC:STIC_IV STIC IV]  
* [http://edutechwiki.unige.ch/fr/STIC:STIC_IV STIC IV]  


=== Other resources ===
== Bibliography ==
 
'''Construction kits'''
* Zuckerman, Oren (2006, in preparation), Historical Overview and Classification of Traditional and Digital Learning Objects MIT Media Laboratory, https://llk.media.mit.edu/courses/readings/classification-learning-objects.pdf (accessed July 2016).
* Zuckerman, Oren (2010). Designing digital objects for learning: lessons from Froebel and Montessori, International Journal of Arts and Technology 3 (1) 124-135.
* Resnick, M. (2005) “Some Reflections on Designing Construction Kits for Kids”, In Proceedings of Interactive Design and Children, 117-122. http://web.media.mit.edu/~silver/radlearning/construction_kits_for_kids.pdf


* See various other articles of interest.
'''Visualizations'''
* Huron, Samuel; Yvonne Jansen, Sheelagh Carpendale (2014) Constructing Visual Representations: Investigating the Use of Tangible Tokens. IEEE Transactions on Visualization and Computer Graphics, Institute of Electrical and Electronics Engineers, 2014, Transactions on Visualization and Computer Graphics, 20 (12), pp.1. DOI: 10.1109/TVCG.2014.2346292, https://hal.archives-ouvertes.fr/hal-01024053/document
* Stusak, S., Tabard, A., Sauka, F., Khot, R. A., & Butz, A. (2014). Activity sculptures: Exploring the impact of physical visualizations on running activity. IEEE transactions on visualization and computer graphics, 20(12), 2201-2210. https://www.medien.ifi.lmu.de/pubdb/publications/pub/stusak2014vis/stusak2014vis.pdf
* Stusak,S; A Tabard, A Butz (2013). Can physical visualizations support analytical tasks, Posters of IEEE InfoVis, 2013, https://www.researchgate.net/profile/Simon_Stusak/publication/260699515_Can_Physical_Visualizations_Support_Analytical_Tasks/links/544111690cf2e6f0c0f56734.pdf
* Amar, R., Eagan, J., & Stasko, J. (2005, October). Low-level components of analytic activity in information visualization. In IEEE Symposium on Information Visualization, 2005. INFOVIS 2005. (pp. 111-117). IEEE.
* Saiganesh Swaminathan, Conglei Shi, Yvonne Jansen, Pierre Dragicevic, Lora Oehlberg, Jean-Daniel Fekete. Supporting the Design and Fabrication of Physical Visualizations. Proceedings of the 2014 Annual Conference on Human Factors in Computing Systems (CHI 2014), Apr 2014, Toronto, ON, Canada. pp.3845--3854


See also the bibliographies in
* [[3D printers in education]]
* [[Fab labs in education]]


[[Category: Courses and workshops]]
[[Category: Courses and workshops]]

Latest revision as of 18:40, 11 October 2016

Digital design and fabrication workshop

Daniel K. Schneider, TECFA, Faculty of psychology and educational sciences, University of Geneva
Workshop notes
EARLI Special interest Group “Text and Graphics Comprehension”
Geneva, July, 2016

Abstract, program and objectives

Physical visualizations (or physicalizations) can promote cognition through a variety of mechanisms, notably easier perception, hands-on manipulation and enhanced interaction with other participants. We can distinguish several types of physical visualizations, according to three dimensions: active/passive, kit/whole, digitally enhanced/non digital. In this workshop we will focus on two kinds of visualizations, non-digital construction kits and whole visualizations.

(1) Construction kits allow creating and manipulating visualizations from building blocks. In education, construction kits, also known as expressive media or manipulatives, allow interactive exploration of designs, concepts and roles. Physical visualizations can for example represent tabular quantitative data or more qualitative data like the state of a project or a system. Construction kits to create such visualization include a set of tokens that can be assembled into something with a new functionality (i.e. visualizations in our case) according to predefined rules. (2) Whole visualizations are created digitally and then rendered entirely by a 3D printer or other fabrication device. Typically, these 3D visualizations are represent quantitative data, e.g. comparative time series, maps or functions with 3 variables.

In this workshop we will:

  • present the concepts of construction kit and physical visualization,
  • discuss a few examples that are either teacher or learner-centric,
  • introduce some technical principles of digital design and fabrication,
  • discuss practical requirements for teachers and/or students to learn and use digital design and fabrication technology,
  • engage participants in some prototyping activity
  • have some brainstorming about the "comprehension of physicalizations" made with 3D printers

Objective:

  • Reflect on the future of physicalizations in education & research (taking into account affordances of new and cheap technology)

PART I: Introduction to Construction kits, physical visualization, digital design and fabrication

What are construction kits ?

A construction kit is a set of elements that can be assembled / combined into something that has new functionality, e.g. models of objects, ideas, or settings for role play.

Construction kits: roots and properties

Some construction kits are tools for data visualization, others include at least some data visualization.

What are physical visualizations ?

Properties of a physical visualization kit (Huron 2014)

  • A set of basic units or tokens, which can be mapped to data,
  • A token grammar, which declares how the attributes of the tokens can signify data,
  • An environment in which the tokens can be placed,
  • An assembly model, which describes the constraints and freedom with which the tokens can be assembled.

Examples from http://dataphys.org/list/ maintained by Aviz team, INRIA and friends.

Examples from thingiverse (3D printable objects repository maintained by a 3D printer vendor)

2011+: Teachers and learners can print/adapt/create visualizations and visualization kits in a cheap and fairly easy way.

Digital design and fabrication in education

There exist several use cases for construction kits and visualizations:

  • Visualizations or kits as didactic tools (mainly demonstration of principles)
  • Construction kits for exploring and learning
  • Kits to keep track of projects states and achievements (management)
  • Kits as medium for design teaching
  • Building visualizations and creating kits to stimulate in-depth reflection about a subject
  • ....

Places for digital design and fabrication

So far, most of the making is done outside of formal learning settings (The UK may be the exception):

  • Fablabs (are on a mission, rules and minimal set of tools are required)
  • Makerspaces (other places for making, various sizes)
  • FacLabs (small, university Fablabs)
  • Hackerspace (bottom-up organized makerspaces)
  • Public Labs (do-it your self science with a political orientation)
See also: Tour de Fablab

Introduction to 3D printing

3D printing workflow

  1. Grab, scan, adapt or create a 3D model
  2. Translate to a simple mesh model (STL format), e.g. using the open source Meshlab software
  3. Repair and adapt the model, e.g. the popular Netfabb Studio software
  4. Translate to machine code with a Slicing tool, e.g. Slic3R or Cura
  5. Send to 3D printer

Steps 3-6 are often done with a single software, e.g. the open source Repetierhost program

Technology

  • Fused Filament Fabrication (FFF): Heated, extruded Filament is deposited layer by layer. Cost: 300 - 5000 Euros. Cheap material
  • Syringue-based systems (as above, for printing epoxy composites, pain, food, bio-components, etc.). Cost: Addon-to a filament printer or several K.
  • Solification of liquid (Stereolithography, SLA). Cost: 1000 - 50K
  • Binding of granular materials (e.g. selective laser sintering, SLS). Cost: 10 - 500K

Alternatives to 3D printing: laser cutting and milling

Online drawing tools:

Many tools for the desktop and mobile devices

Specialized tools for creating visualizations (not yet available):

PART II: Hands on

Sample visualizations

Shown in the workshop:

HANDS ON: prototyping

Brainstorming

  • Imaging a construction kit or an other method to visualize data. Try to find something that visualizes states or achievement of activities
  • Discuss your idea with your neighbors
  • Create a prototype (at least for an element)

For prototyping, we suggest five options:

In the tradition

  • Take a sheet of paper and draw

Parameterization of necklace beads

  • Transfer to an education or research subject, i.e. imagine a necklace whose beads encode some "advancement" or achievement information.
  • Play with Running activity visualization beads
    • Click on customize (green button)
    • Select on Customizer (Red app)

Lego sculptures

Draw from scratch using an online tool or your cell phone

Resources

3D printing

Below is a selection of tools. Search or this wiki for more.

Online modeling tools

Modeling Tools

Slicing and controlling software

  • Repetierhost, a popular program to control 3D printers, also includes an interface to run slicers.

Repositories

Computerized embroidery

Design and fabrication in schools

EduTechWiki

Overviews

D&T in education

Embroidery

3D printing

Music

Teaching

Bibliography

Construction kits

Visualizations

  • Huron, Samuel; Yvonne Jansen, Sheelagh Carpendale (2014) Constructing Visual Representations: Investigating the Use of Tangible Tokens. IEEE Transactions on Visualization and Computer Graphics, Institute of Electrical and Electronics Engineers, 2014, Transactions on Visualization and Computer Graphics, 20 (12), pp.1. DOI: 10.1109/TVCG.2014.2346292, https://hal.archives-ouvertes.fr/hal-01024053/document
  • Stusak, S., Tabard, A., Sauka, F., Khot, R. A., & Butz, A. (2014). Activity sculptures: Exploring the impact of physical visualizations on running activity. IEEE transactions on visualization and computer graphics, 20(12), 2201-2210. https://www.medien.ifi.lmu.de/pubdb/publications/pub/stusak2014vis/stusak2014vis.pdf
  • Stusak,S; A Tabard, A Butz (2013). Can physical visualizations support analytical tasks, Posters of IEEE InfoVis, 2013, https://www.researchgate.net/profile/Simon_Stusak/publication/260699515_Can_Physical_Visualizations_Support_Analytical_Tasks/links/544111690cf2e6f0c0f56734.pdf
  • Amar, R., Eagan, J., & Stasko, J. (2005, October). Low-level components of analytic activity in information visualization. In IEEE Symposium on Information Visualization, 2005. INFOVIS 2005. (pp. 111-117). IEEE.
  • Saiganesh Swaminathan, Conglei Shi, Yvonne Jansen, Pierre Dragicevic, Lora Oehlberg, Jean-Daniel Fekete. Supporting the Design and Fabrication of Physical Visualizations. Proceedings of the 2014 Annual Conference on Human Factors in Computing Systems (CHI 2014), Apr 2014, Toronto, ON, Canada. pp.3845--3854

See also the bibliographies in

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