Modern learning theories emphasize the critical social aspect of learning. Computer science (CS) classrooms often have "defensive climates'' that inhibit social learning and prevent the development of a community of learners. We believe that we can improve the social context of computer science learning by expanding CS learning beyond the single student in front of a display screen. Our theory is that the single student and single display inhibits collaboration and collaborative awareness of student work. In this paper, we present two case studies where we explored ways to make student work visible to peers. The first case study involved using a studio model for learning enabled by projection-based Augmented Reality (AR), and the second case study involves using a maker-oriented curriculum to make student work visible. Findings suggest the visibility of student work in CS classrooms helped support a community of learners: students collaborated, used each other as sources of inspiration, and felt more comfortable asking for help.