by Jocasta Williams
For decades, Unitec in Auckland, Aotearoa New Zealand has been known for its commitment to quality practical, hands-on education. Now, with the rise of flexible learning, changing student expectations, and new technology, its learning and teaching teams are finding creative ways to extend learning beyond the classroom and on to the workshop floor. Their latest innovation? Using action cameras and 360° video to record authentic learning environments – the noise, the hazards, the intricate hand movements – that define the trades.
“Traditionally, we’ve had pretty straightforward set-ups for recording classroom learning, utilising a fixed camera and a wireless microphone,” explains Dr James Oldfield, Manager of Digital Learning. “That works fine in traditional classroom spaces, but it doesn’t translate well into a car bay, a half-built house, or a plumbing trench open to the elements.”
The challenge was clear: most trade skills are taught not in classrooms, but in complex, often hazardous environments. Recording these environments isn’t simple but the benefits of doing so are significant, both for students and their teachers.
For Caleb Wong, Lecturer in Automotive, the problem is one of visibility. Demonstrating something deep within an engine bay means that only a handful of students – those lucky enough to be standing in the right spot – can actually see what’s happening.
“Maybe five or six students out of a group of twenty can see my hands when I’m working inside the steering or brake suspension,” Wong says. “The rest are craning their necks, guessing, or missing it entirely. Video solves that problem. A well-placed camera lets every student see exactly what’s going on, safely and clearly.”
The opportunity to pause, replay, and review also gives students agency over their own learning. Wong has noticed how they use the videos at different stages: before class, during practicals, and afterwards as reflection. “It gives them control over the pace of their learning,” he explains. “Some will prepare with the video, others check it mid-task if they’re stuck, and many go back afterwards to see how they might improve.”
And the benefits extend to the teachers themselves. Wong admits that while he finds it “a little odd” seeing and hearing himself on camera, the playback helps him refine his practice: “I can hear where I should slow down, or which points need more emphasis. It’s feedback for me as well as the students.”
For Oldfield, video is also helping Unitec address an equity challenge. “Over the years, we’ve made really good use of EchoVideo in a classroom environment,” he says. “But I always felt there was a gap – our more practical subjects couldn’t benefit in the same way. Extending video into the trades means all students can access the same high-quality learning support, no matter their subject.”
That inclusivity extends across disciplines. Academic Adviser and Senior Lecturer Howard Norton sees video as a natural fit for any subject where students demonstrate skills. “It gives them the chance to revisit, review, and replicate what they’ve seen,” he explains. “Not everyone gets it first time – some are learning in a second language, others might miss a class, or just need more time to process. Having video means they’re not left behind.” Norton observes how trades students are often school leavers in their late teens: “Their mobile devices are basically extensions of themselves,” he notes. “Using video is a way of meeting students in their environment, on their terms. It makes sense that learning objects should be created and shared in ways that align with how they already communicate and absorb information.”
Norton also points to the potential for assessment, both formative and summative. Action cameras worn by students can provide evidence of skill development, capture reflection-in-action, and even be taken into apprenticeships. “It’s a really powerful tool,” he says. “And the fact that today’s students are so visually oriented – and tied to their mobile devices – makes video an especially effective medium.”
The reusability of video is another part of its value. A single recording of a demonstration or performance doesn’t just support the students who were present in the workshop on the day – it becomes a durable learning resource. Students can revisit it across weeks or even semesters, and teachers can re-use the same clip again and again to reinforce concepts, support different cohorts, or build a library of authentic case studies. This continuity means learning moments are not lost to time or tied to a single group, but captured and made accessible to anyone who needs them, whenever they need them
Introducing new technology always comes with hurdles. Oldfield acknowledges that the biggest challenge isn’t the equipment itself, but the time needed for experimentation: “Trades staff are incredibly busy practitioners. Making space for them to test, reflect, and adapt is key.”
This is where colleagues like Academic Advisor Sacha Garrity have played a critical role. Garrity deliberately scaffolds support for staff as the project develops. “We start by doing all the filming and editing ourselves,” she explains. “Over time, the goal is for us to step back, and encourage teachers to grow their confidence and take ownership”.
Garrity recalls dropping a 360° camera into an engine bay to capture oil leaks and belt checks, footage that would be impossible to record with a standard camera. “Point-of-view footage is a game changer,” she says. “Students who don’t get enough time under the hoist can still experience the task as if they were there. And for those who need more processing time, being able to replay footage gives them a real boost.”
The ripple effects are spreading. Garrity and her colleagues are now working with automotive, plumbing and carpentry, and they are keen to explore possibilities in areas such as animal sciences, where video could be used to record surgical procedures. The vision is for all Unitec departments to have access to these tools.
For Wong, one of the strongest benefits of creating Unitec’s own video library is quality assurance. Students might otherwise turn to YouTube or TikTok for tutorials where some content may be helpful, but may also be misleading. “By creating our own videos, we eliminate that uncertainty,” he says. “We know they’re correct, relevant to the qualification, and vetted by multiple lecturers. Students can trust the content, instead of trying to translate shortcuts they’ve seen online that might not be safe.”
What stands out across this work is Unitec’s culture of innovation with purpose. Oldfield describes one of his team’s roles as “finding new ways of doing things through learning technologies,” but always with the aim of making it easier for teachers to adopt best practice. Norton emphasises the long-term efficiency of reusable video objects. Wong points to student engagement. Garrity stresses building staff capability and confidence. Together, their perspectives reveal a consistent theme: Unitec is not adopting technology for its own sake, but to improve learning outcomes and ensure every student has the opportunity to succeed.
The story unfolding at Unitec has broader implications for vocational education. Trades disciplines present unique challenges with environments that are messy, hazardous, and hard to capture. If solutions can work there, they can likely be adapted across many fields.
For Oldfield, this is just the beginning. “We do the hard work up front,” he says, “so that when the time comes, teachers across the institute can confidently use these tools in their own contexts. It’s about making sure technology serves pedagogy, not the other way around.”
From engine bays to drainage pits, Unitec is showing how video can turn the toughest learning environments into powerful, equitable, and lasting teaching resources. In doing so, they’re not just recording trades education, they’re re-imagining it.
