We present a scalable Do-It-Yourself (DIY) fabrication workflow for prototyping highly stretchable yet robust devices using a CO2 laser cutter, which we call Silicone Devices. Silicone Devices are self-contained and thus embed components for input, output, processing, and power. Our approach scales to arbitrary complex devices as it supports techniques to make multi-layered stretchable circuits and buried VIAs. Additionally, high-frequency signals are supported as our circuits consist of liquid metal and are therefore highly conductive and durable. To enable makers and interaction designers to prototype a wide variety of Silicone Devices, we also contribute a stretchable sensor toolkit, consisting of touch, proximity, sliding, pressure, and strain sensors. We demonstrate the versatility and novel opportunities of our technique by prototyping various samples and exploring their use cases. Strain tests report on the reliability of our circuits and preliminary user feedback reports on the user-experience of our workflow by non-engineers.

We present StrutModeling, a computationally enhanced con- struction kit that enables users without a 3D modeling back- ground to prototype 3D models by assembling struts and hub primitives in physical space. Physical 3D models are imme- diately captured in software and result in readily available models for 3D printing. Given the concrete physical format of StrutModels, modeled objects can be tested and fine tuned in the presence of existing objects and specific needs of users. StrutModeling avoids puzzling with pieces by contributing an adjustable strut and universal hub design. Struts can be adjusted in length and snap to magnetic hubs in any configu- ration. As such, arbitrarily complex models can be modeled, tested, and adjusted during the design phase. In addition, the embedded sensing capabilities allow struts to be used as mea- suring devices for lengths and angles, and tune physical mesh models according to existing physical objects.

We present PaperPulse, a design and fabrication approach that enables designers without a technical background to produce standalone interactive paper artifacts by augmenting them with electronics. With PaperPulse, designers overlay pre-designed visual elements with widgets available in our design tool. PaperPulse provides designers with three families of widgets designed for smooth integration with paper, for an overall of 20 different interactive components. We also contribute a logic demonstration and recording approach, Pulsation, that allows for specifying functional relationships between widgets. Using the final design and the recorded Pulsation logic, PaperPulse generates layered electronic circuit designs, and code that can be deployed on a microcontroller. By following automatically generated assembly instructions, designers can seamlessly integrate the microcontroller and widgets in the final paper artifact.

FabLabs are mostly known for their problem-solving approach since they allow people to develop and perfect a prototype of 'almost any product', using the available infrastructure, facilities and knowhow (Mandavilli, 2006). Since 2012, FabLab Genk too has become a hotbed for problem-solving activities. FabLab Genk is situated in a creative context and is used by many media, arts and design students, researchers, designers and artists, for creating a wide variety of physical objects that they could otherwise only imagine. However, we noticed that the creative thinking processes that take place before the actual problem-solving do not take place within the environment of FabLab Genk. As a way of including these creative thinking processes into its environment, FabLab Genk organised a series of workshops called 'Hack-a-Thing'. This paper shows how 'Hack-a-Thing' proved to be a setup that facilitates new ways of learning and creative thinking in the environment of FabLab Genk. First, this paper illustrates that the 'Hack-a-Thing' workshop series allowed FabLab Genk to become an environment that fosters a new, more informal and creative form of learning. Second, this paper shows how 'Hack- a-Thing' stimulated a more creative way of using and thinking, particularly about alternative relationships with technological objects.