Good Practices with the Use of Böxie

Böxie, the web app by ClassInTheBox, stands out for two fundamental features: functionalities related to Artificial Intelligence, which allow for the creation of activities and automatic grading, and “pintagging” as a tool for marking and annotating videos. Videos can be hosted on YouTube, Vimeo, created with the application’s own extension, or uploaded from the user’s device.

Examples of Activities with Artificial Intelligence

Teachers, if they wish, can activate the video comprehension assistant for students, with which students can ask content-related questions about the video to clarify their doubts in a window very similar to any chat. The explanation provided can be pinned or tagged in the same video.

Also, through self-assessment activities, teachers can use Artificial Intelligence to get a set of questions on which to generate a self-assessable activity for their students.

Teachers can select different modes to configure self-assessment activities. One of them is “Highlight Your Answer,” where students must underline (place tags) in the video the answers to the questions asked, trying to narrow down the exact answer in the corresponding video segment.

Another example in the use of AI leads us to paragraph responses “Write your answer.” Through this form, students write responses using their own words. Artificial Intelligence will compare the students’ response with the ideal answer, offering, like in the previous type of activity, a score and relevant feedback.

Examples of Activities with Pintagging

Students can “pintag” (mark) the video (i.e., add pins (marks at specific moments) or tags (bounded segments in the video) to add information, divide the video into parts, provide material created by themselves to illustrate the content, highlight important and secondary ideas, etc.

In this example, students must locate the different stages in Pablo Picasso’s work (tags) and reference the different works that appear in the video by adding an image with a description (pins).

Very similar to the previous example (dividing parts and putting pins on arguments for and against social networks) but also requiring an infographic (presentation, image, etc.) that illustrates the arguments and is placed as a pin at the end as a summary.

In addition to inserting information or images, students can add links. This allows expanding the video, enriching and turning it into a hyper-video. In this case, based on the official trailer of the Netflix series Wednesday, literary references to horror books or movies that appear on the screen are added.

The typical “fill in the blanks” activities that language teachers often use to work with songs become much more dynamic and fun using pintagging. Students can listen to the verses as many times as they need to locate the missing words, which in this case have been replaced by “emojis.”

Finally (in this selection, as we could continue enumerating numerous examples), the following activity proposes the use of pintagging as support or final product for student projects. In this case, students worked on the topic of relevant women in history and created their videos by introducing information, references to their achievements, awards, research, etc. The project presentation consisted not only of talking about the character itself but also why they had “pintagged” it in that way.

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