COVID & OMG
Pre-Pandemic (2019) Build of Mineral Identification Website
during a "normal" semester many students miss one or more labs
at UAB, no "lab" to come back to for study and review
Brande creates and builds public website with resources for introductory mineral identification lab
Kevin Hurler, former Univ. South Carolina grad student, suggests "OMG" as the subdomain for my "Online Mineral Guide" - thanks Kevin
omg.georockme.com is "discovered" on the web as soon as campuses close down 2020
No Students in Lab
After campus closure March 2020, students learning at home.
A Different World
Massive disruption to life.
Can't Teach Rocks Face-to-Face
How could students learn to identify rocks and minerals without on-campus lab with physical samples of rocks and minerals? How could students prepare for quiz on identification?
Create Images & Videos in Home Studio
A good-enough start with cellphone camera. Software good-enough for video production. Small LED panel lights, chemistry lab ringstand, black velour, workbench for table, tripod and weights to stabilize cellphone.
Create Website w/All Digital Assets
Building a website with Google Sites is pretty easy. Pre-built template is designed for drag-and-drop of image files, web links, text blocks. No coding required. The hard part is assembling all digital assets and organization of information to meet objectives.
Created Pre-COVID for Students Who Miss Lab
Mineral identification website actually built prior to pandemic for students who miss lab.
Teach Lab Remotely - All Assets Online
Online document contains links to all needed materials stored online for viewing and study. Links to unknowns and reference (knowns) require student observation and response. Fill-in boxes are placeholders for student responses.
Community Shares Resources
Instructors create mineral identification activities adapted for their own students learning remotely with online mineral identification website resources. Documents have embedded links to specific image, video, or text section for student study. Colleagues shared online activities for download and adaptation by others.
Google Analytics Reveals Pandemic Uses
Pandemic Access by Device Type
Pandemic Access by Browser
Interesting that many Apple users must be using Chrome for browser. Also interesting is the large diversity of other browsers, pointing to hardware diversity. This would be a challenge for information delivery if it weren't for Google servers to be "responsive" - automatic re-formatting of web page for client device.
Pandemic Access by Country
Demand for mineral identification resources for teaching introductory lab extends internationally. Website must have been discovered by web searches and Google algorithms returning suggested web pages based on rising connections.
Pandemic & Post-Pandemic Access on Academic Calendar
Repetitive cycles of demand access correspond to academic semesters. Highest hits occurred Sept. 8, 2020 when 977 users accessed the website. Most surprising is the spring 2022 demand access not so much less than previous semesters during most campus closures. I would have thought that with the return to campus, instructors would abandon these online resources.
Post-Pandemic Return to Campus
I'm continuing to use online resources even after students have returned to campus. Students who miss lab still need online resources to make up the missed work.
Pandemic Resources Critical in Post-Pandemic Education
We're not back to normal (and might not ever be going forward). Online resources created for pandemic remote learning will (and should) integrate into teaching and learning environments post-pandemic.
Teaching Geo Labs Online - Public Resources
All my resources are online and publicly accessible.
Companion websites are available with resources for labs on the study and identification of the common igneous, sedimentary, and metamorphic rock types. Not as well developed as my mineral identification website.