This article presents a collaborative maker project integrating the arts in a synchronous online environment. Based on the Thinkering, Making, Sharing, and Reflecting (TMSR) model, the four components of hands-on, minds-on, hearts-on, and social-on learning were integrated into an online collaborative maker project involving arts, music, and coding. The authors first describe the theoretical framework of the TMSR model and the design and implementation of the maker project, and then report on the experiences and reflections of the participating teachers, who were enrolled in an online graduate course. Survey results showed that the project fostered the teachers' connectedness, positive emotions, and satisfaction toward the online learning environment. In addition, qualitative data from their reflective essays revealed that the teacher participants experienced all aspects of hands-on, social-on, hearts-on, and minds-on learning in the online environment both as learners and as teachers. Finally, the qualitative themes showed that the teachers acknowledged supportive maker project components that can be applied in their own teaching context. Implications of the findings for art-integrated maker projects in public school settings were also addressed.
Keywords: Arts integration; Coding; Collaboration; Constructionism; Inservice teachers; Maker project; Online learning; STEAM; Under-resourced schools; Virtual orchestra.
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