Although ubiquitous, color pickers have remained largely unchanged for 25 years. Based on contextual interviews with artists and designers, we created the Color Portraits design space to characterize five key color manipulation activities: sampling and tweaking individual colors, manipulating color relationships, combining colors with other elements, revisiting previous color choices, and revealing a design process through color. We found similar color manipulation requirements with scientists and engineers. We designed novel color interaction tools inspired by the design space, and used them as probes to identify specific design requirements, including: interactive palettes for sampling colors and exploring relationships; color composites for blending and decomposing colors with other elements; interactive histories to enable reuse of previous color choices; and providing color as a way to reveal underlying processes. We argue that color tools should allow users to interact with colors, not just pick or sample them.

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Traditional graphic design tools emphasize the grid for structuring layout. Interviews with professional graphic designers revealed that they use surprisingly sophisticated structures that go beyond the grid, which we call graphical substrates. We present a framework to describe how designers establish graphical substrates based on properties extracted from concepts, content and context, and use them to compose layouts in both space and time. We developed two technology probes to explore how to embed graphical substrates into tools. Contextify lets designers tailor layouts according to each reader's intention and context; while Linkify lets designers create dynamic layouts based on relationships among content properties. We tested the probes with professional graphic designers, who all identified novel uses in their current projects. We incorporated their suggestions into, StyleBlocks, a prototype that reifies CSS declarations into interactive graphical substrates. Graphical substrates offer an untapped design space for tools that can help graphic designers generate personal layout structures.

Teachers are trained to plan and conduct pedagogical activities. But, as these activities become richer -i.e. more collaborative, with more open resources, and building upon an increasing number of digital tools-planning becomes increasingly important. We conducted contextual interviews with seven middle and high school teachers, about their practices in planning and conducting pedagogical activities. We found that teachers design scripts to guide them through the session and scripts for students to use independently. They adjust their scripts during a session and edit them afterward. They reuse old scripts, adapt scripts from other teachers, and from online and physical sources. We derive implications for the design of scripting tools: supporting scripts at multiple levels of detail, or annotations for adjusting scripts during and after teaching sessions.