Hands-On, Minds-On, Hearts-On, Social-On: A Collaborative Maker Project Integrating Arts in a Synchronous Online Environment for Teachers

Autor/inn/en	An, Heejung; Sung, Woonhee; Yoon, So Yoon
Titel	Hands-On, Minds-On, Hearts-On, Social-On: A Collaborative Maker Project Integrating Arts in a Synchronous Online Environment for Teachers
Quelle	In: TechTrends: Linking Research and Practice to Improve Learning, 66 (2022) 4, S.590-606 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (An, Heejung) ORCID (Sung, Woonhee) ORCID (Yoon, So Yoon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-3894
DOI	10.1007/s11528-022-00740-x
Schlagwörter	Cooperative Learning; Social Emotional Learning; Art Activities; Coding; Music Activities; Student Projects; Teacher Attitudes; Teacher Education; Graduate Study; Electronic Learning; Technology Uses in Education; Distance Education; Synchronous Communication; Integrated Activities; Outcomes of Education; Teachers + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Künstlerische Tätigkeit; Codierung; Programmierung; Musikalische Aktion; Schulprojekt; Lehrerverhalten; Lehrerausbildung; Lehrerbildung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Distance study; Distance learning; Fernunterricht; Integrierender Unterricht; Lernleistung; Schulerfolg; Lehrer; Lehrerin; Lehrende
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01