Fred Bretzke has amassed about two million views on YouTube for what he describes as “boring” plumbing videos.
Ten years ago, Bretzke, an instructor in SAIT’s School of Construction, saw an opportunity to inject new life into teaching Plumbing using computer animation. As the 2024/25 Cadmus Trades Teaching Chair, he went a step further — creating a 3D-enhanced supplement to the 2020 National Plumbing Code appendix.
The Cadmus award is designed to foster faculty excellence in skilled trades teaching. Award recipients receive $20,000 in funding and a four-month break from teaching to work on their project.
It’s in the code
As the manual of technical requirements for all plumbing design and installation in Canada, the code book is a critical tool in Bretzke’s teaching toolbox.
“Parts of the book haven’t changed much over the years,” says Bretzke. “The figures are just stick drawings — many from 40 to 50 years ago. It’s hard to teach from a drawing like that.”
Securing computer equipment, digital tools and a handful of AI voice programs through his Cadmus budget, Bretzke used his project time (plus some) to create 65 3D animations and eight holograms to help interpret existing code appendix articles from basic installations to detailed plumbing designs.
After uploading everything to YouTube, he combined screenshots and a QR code link to each animation into a handy reference guide in book form.
“Each AI-narrated video is about three minutes,” he says. “I did the design, made the animations, wrote the scripts, managed the narrations and put everything together.”
A screenshot of Bretzke’s 3D code supplement animation for A-2.6.3.1.(2)-A pertaining to potable water systems in commercial kitchens.
Made for teaching
The animations are primarily intended as teaching tools for trades instructors.
“When you’re teaching with the videos, the idea is you stop and start as needed,” he says. “I could probably spend three hours teaching to a three-minute video and explaining all the references.”
According to Bretzke, a single animation can cover about 15 pages in an apprentice’s Individual Learning Module — the standardized training materials used in trades and technical courses.
“Trades are very visually oriented,” he says. “Seeing things in 3D helps expedite learning and makes everything more accessible to the student.”
Bretzke even translated the script for a few of the animations into additional languages, including French, Hindi and Mandarin.
When he first started using animations in the classroom, some of his students were hesitant, he admits. But if the tech is easy to use, people will use it, he says.
“I’m teaching my students not to ignore technologies like AI and 3D,” says Bretzke. “I’ve been on construction sites where there’s a 3D artist with no knowledge of the trade working with a plumbing foreman to try and turn a hand drawing into a 3D image. Imagine being a tradesperson who could do both? You’d be a hot commodity.”