Nuclear Energy Virtual Trip

Over the past two weeks I have developed a Nuclear Energy Virtual Trip project for use in my Physics 30 course. Students benefit from the visual and spatial impact this Google Earth virtual trip as they “visit” global examples of the six most common types of land-based nuclear reactors used for power production. At each stop on the trip, students learn about the basics of the reactor (location, production, fuel, coolant and moderator). Students then research and add further information about each reactor by leaving a comment via an embedded Voicethread on the Google Earth placemark.

There are two instructional goals for virtual trip. The first goal is that students will understand that different cultures have developed different kinds of reactors depending on the choice of fuel, coolant and moderator. The second goal is that students will be able to explain what concerns emerge as a result of the use of nuclear energy.

Prior to this project, students will have learned about the topics of fission and fusion, the details of how Canadian Deuterium Uranium Reactors (CANDU) work and the many benefits of using nuclear energy for power production. By having this foundational knowledge, students are more likely to assimilate and synthesize the content. They can gain deeper respect for the similarities and differences of nuclear reactors used worldwide.

At the end of the virtual tour, students are assigned to research and write about worldwide nuclear energy accidents and begin reflecting on the ethics of using nuclear energy. This Nuclear Energy Virtual Trip project also begins to prepare students for the following course assignment, the Nuclear Energy Dialectic Poster Project.

The Nuclear Energy Virtual Trip provides students with an opportunity to see that different countries use nuclear energy for power production but may produce it with a different type of nuclear reactor getting different results. Prior to this trip students are often aware of the basic ethics of using nuclear energy, but often do not realize that these issues and debates happen worldwide. This virtual field trip helps students to understand that this is a global issue and gives a further purpose for their learning this content.

Following "Open Thinking" Ideas

One way for me to promote development of my own “five minds” is by keeping up to date on new (or different) educational technology pedagogies. Open Thinking is the blog feed that takes priority on my Google Reader subscriptions list. I have seen the author Alec Couros speak at a few educational technology conferences and was very impressed with his digital pedagogy. He practices and promotes: student-directed teacher-guided learning experiences, the benefits of collective intelligence and providing students with 21st Century Skills. Alec keeps up to date on which Web 2.0 tools work well in classrooms, and commonly seeks feedback via twitter or his blog when preparing conference presentations.

I am at a stage in my professional growth where I am continually changing my course materials and looking for new ways of sharing ideas in my online classes and meeting student needs. Following the ideas of educational technology gurus, like Alec Couros, help challenge and clarify my pedagogical beliefs and keep me up to date on some of current international practices and educational technology research findings. Alec is from Saskatchewan and understands the unique benefits and quirks of our curricula. He is able to filter international educational technology ideas through the eyes of someone from Saskatchewan, whereas many American blog authors relate ideas to their educational systems which can be quite different.

One of the challenges I have in developing my own “five minds” is the time it takes to learn and be creative. I appreciate Alec’s approach in writing real-life examples. This saves me time and provides motivation to try new things. I also appreciate that Alec practices what he preaches.

A Project to Develop Ethical and Respectful Minds

Technology can be used to develop ethical and respectful minds in our students when we use it to promote global learning. We can use technology to further students' cultural understanding and build international relationships. When my grade 10 science students and a friend’s grade 10 science class in Botswana, are given video cameras, digital cameras, microphones and computers with internet access and assigned to create multimedia shows with Voicethread on the topic “Green Ideas”, we can all learn about each other and each other’s perspectives. My students have learned about globalization and the importance of communication. My students have learned how to act appropriate as a digital citizen and they have learned the power of multimedia. My students have learned to respect and learn from our global differences. In viewing work, commenting on and reading comments from students from across the globe, the world is made smaller.