Creativity from video

Ángel Terrón, ClassInTheBox ambassador.
Google Innovator and Ed. Primaria teacher.
Nuestra Señora de la Compasión School from Sevilla, Spain.

Education should be a dynamic and constantly evolving process, capable of adapting to the changes and needs of society. In this sense, creativity plays a fundamental role as it promotes critical thinking, innovation, and the development of skills necessary for the 21st century.
In this article, I want to highlight the importance of fostering creativity in classrooms, using one of the most innovative tools such as ClassInTheBox, turning video into a valuable resource to enhance creativity.
The video format has gained strength in education. Until a few years ago, it was mostly limited to watching films related to the curriculum. However, the use of projectors, mobile devices, interactive whiteboards, and the evolution of the internet with applications like YouTube or Vimeo has resulted in an exponential increase in its use.
Applications such as Edpuzzle, Screencastify, Nearpod, etc., allow us to enrich videos with questions and notes about their content, helping to go beyond simple viewing. Students need to pay attention and respond to multiple-choice or open-ended questions to demonstrate their understanding to the teacher. This is an evolution of the traditional lecture format, supported by technology, where the video itself asks questions during its viewing to assess how well the students have understood the information presented. In fact, this type of resource is ideal for flipped classrooms, which “take out” what can be done at home, leaving class time for active methodologies, as the “explaining” part has already been done individually.

Recently, ClassInTheBox has entered the scene as the new kid in town. CITB is an application that promotes critical thinking, allowing students to analyze, organize, and synthesize information to create meaningful content.
It allows for enriching videos with any interactive resource available (or created for the occasion) that the teacher may need for presenting content (using illustrations, infographics, Genially presentations, Google Slides, Canva, etc.) and for practicing (and/or evaluating) with interactive activities (such as Topworksheets, Liveworksheets, Kahoot, Wordwall, Quizziz, etc.). But CITB also allows teachers to propose interesting production activities that foster creativity and, at the same time, digital competence and entrepreneurship, which are highly demanded concepts in competency-based learning. All of this takes place within the context of the video itself.
Let’s focus on this third “P,” production (leaving the other “P’s,” presentation, and practice, for another time), because ClassInTheBox is the tool that combines the video format (so present in our lives and, of course, in our students’ lives) with competency-based work, which is the foundation of learning situations. Thus, by combining video with competency-based work, we find in ClassInTheBox the ideal application for working with video in the classroom (or outside of it) as a content creation tool that uses video as context and an excuse to develop the proposed curriculum objectives in a competency-based manner.
Let’s see an example. Imagine I have a video about World War II. By using tools like the ones mentioned above, I, as a teacher, can ensure that students understand the causes, evolution, and consequences of the war through an enriched video with questions. This would give me the certainty that students have watched the video and even how well they have understood it, allowing me to intervene afterwards to clarify or revisit any necessary topics.
With ClassInTheBox, I can enrich the video with related resources. For example, an interactive image in Genially with a map of Europe, highlighting the phases of the conflict, or introducing interactive activities (drag and drop, connecting with arrows, writing words, etc.) for practice. But I can also ask my students to be the ones who identify and highlight the phases of the conflict, create a cover for “The Times” newspaper using Genially, Canva, Presentations (or any preferred application), or record a podcast with news bulletins from the BBC on relevant dates. I can also include quizzes to assess their understanding or even a Flip activity where they record themselves speaking on the screen and verbalize the topics we want to discuss, thus developing their oral skills. All of this can be inserted or embedded in the pins and tags that ClassInTheBox uses to enrich the original video.

Ultimately, what matters is not whether the student has watched the video or not, but that through competency-based work (highlighting, locating, creating, verbalizing, etc.), the student has managed to understand the causes, evolution, and consequences of the conflict by engaging in competency-based activities embedded in a learning situation that goes beyond simply watching and understanding a video. The video serves as a starting point and, as mentioned earlier, as an excuse to develop specific and key competencies, including digital competence. In this way, working with video becomes more than a passive activity—it becomes an ally in fostering creativity through conscious and proactive work.