If you’ve reached this point, it’s because you’ve already created your account and logged in. The first step now is to import your first video so that you can pintag and turn it into a transmedia video. To do this, click on the blue button labeled “Import Video,” which you’ll find in the upper right corner, and paste the URL of a YouTube video you want to pintag there.

For more information, refer to this Basic Getting Started Guide (section 9).

Currently, you can import YouTube or Vimeo videos to www.classinthebox.io. If you need to upload other videos, we recommend uploading them to YouTube first and setting them to “private” mode. Then, proceed to import them as described in the Basic Getting Started Guide (section 9).

The Inspira Gallery contains videos made public by its users. We encourage you to make your videos public to increase the amount of shared materials that can be used by all users.

To make a video public, go to the “My Videos” section, and without entering the video, click on the icon with three dots in the upper right corner of the video card. From there, you can “make the video public.” Your public videos will be marked with an orange badge in the upper right corner.

The “My Videos” section is where your videos are stored, both those you create using the citbREC extension and those you import using www.classinthebox.ioo. When you first enter, this section will be empty until you import or create your first video.

The gallery view consists of a top row with videos from the Inspira Gallery (which can be expanded by clicking on its title) and the “My Videos” section. This is the view you get when you log in to the website. If you need to return to the “My Videos” section, you can click on the CITB logo (top left) or select “My Videos” from the menu that appears when you click on your profile picture (top right).

Once you have uploaded your first video, you can start pintagging it. To do this, enter the video, and you will see two icons in the lower left corner: the “pin” and the “tag.”

Pins are placed at the top of the video and are used to clarify something, highlight a concept, provide a link, etc. They direct the video to that specific mark. To place a pin, simply click on the icon at the moment in the video where you want to leave it, and move the pin that appears along the top bar to the desired location. It will ask for a name, and you can fill in the description with the information you want.

For more information, refer to this Basic Getting Started Guide (section 13)

Once you have uploaded your first video, you can start pintagging it. To do this, enter the video, and you will see two icons in the lower left corner: the “pin” and the “tag.”

Tags are placed at the bottom of the video and are used to mark segments. They have two markers, one indicating the beginning and one indicating the end of the segment. They are also used to provide information, add links, etc. The difference is that they define a specific part of the video. To place a tag, position the video at the moment you want, and click on the tag icon. It will create a tag of a specific duration; move the tag closure icon to define the segment you need. Now you can enter the name of the tag and complete the information on the left side.

For more information, refer to this Basic Getting Started Guide (section 14)

Once you’ve placed pin or tag markers, you can complete the description. To do this, you have available space on the left, where you can write and enrich the text with various options (font type, color, and size, underline, subscript, superscript, for example). You can also insert links, images, emojis, and horizontal lines.

To edit pins and tags (always for your videos, meaning those in the “My Videos” section), you can click and edit directly on the title of each pin/tag or on their description. If you want to “move” a pin or tag to a new position, simply click and drag on the corresponding bars. You can also click directly on the timestamp in the side panel and edit it using the numeric keyboard or the up and down arrows.

To change the color of pins and tags, click on the three-dot icon next to the pin and tag in the pintagging area (to the left of the video). Select “color” and choose the color you want. You can also directly enter the hexadecimal color code you prefer.

The video pause at specific pins and tags is optional and can be configured manually. To do this, click on the three-dot icon next to the pin and tag in the pintagging area (to the left of the video) and click on “Enable Pause” to activate it. To ensure that the pause is activated, the word “(pause)” will appear next to the title of the pin or tag. Pins and tags in “window mode” automatically make the video pause without the need to configure it.

You can make the video stop at the pin or tag you choose and automatically display a pop-up window with embedded content, such as a Google form, an interactive Genially image, or a Topworksheets activity. Window mode is associated with automatic pause, so you won’t have to activate it manually.

To insert content in window mode, go to the corresponding pin or tag (in the pintagging area to the left of the video) and click the three-dot icon. Select “window mode” and enter the URL of the content you want to insert.

To test it, refresh the page in your browser and play the video at the point where you’ve scheduled the window to appear. If it doesn’t work, first check that the entered URL is correct. Some websites do not allow their content to be embedded on other pages. In such cases, we recommend disabling window mode and adding a simple link to the content you need in the description of the pin or tag.

You can share an pintagged video from within the video itself or from outside (from the gallery view, whether it’s your video or in the Inspira Gallery). To do so, click on the “share” icon and choose how you want to share it: QR code, link, email, Google Classroom, WhatsApp, Twitter, or Wakelet. The share icon is located at the bottom of the video, both within the video itself and on the video card in the gallery view. Note: If you want to share a video as an assignment (so that each student can edit it, add pins, tags, etc.), you have to assign it as a task (not share it as a video. If you share it as a video, you’ll only be sharing your video without allowing students to work on it). See the question below, “How to assign as a task?”

You can generate an interactive PDF with all the information contained in the pins and tags. To do this, from within the video, click on the PDF button located at the bottom right of the video (from within the video), you will see a preview of the PDF, and then press “Generate PDF” to save or print it. This feature is not available for free accounts.

Videos in the Inspira Gallery belong to their creators but have been uploaded there for you to use as is or make them your own and customize them to your liking. If you want to edit a video from the Inspira Gallery, you’ll first need to “clone” it. When you clone it, a copy will be created in the “My Videos” section that you can edit and personalize as you wish. This feature is not available for free accounts.

You can clone videos for two different purposes:

• To obtain a copy of a video in the Inspira Gallery.

• To create copies of videos in the “My Videos” section. The latter can be useful for creating different versions of the same video, for example, for different groups or different levels.

To clone a video, go to the video card in the gallery view and click on the three-dot icon in the upper right corner. There you will find the option to “Clone Video.” The system will ask you if you want to clone only the video or clone it, including the pins and tags from the original video.

You can change the name of a video from the gallery view by clicking on the three dots on the card of the same video. Select “Rename” to change the name of the video.

You can delete a video from the gallery view by clicking on the three dots on the card of the same video. Select “Delete” to delete the video.

The option to import Google Classroom classes is not available for free accounts. To import Google Classroom classes, open the “My Classes” section in the right-side menu and click on the “Import Classes” button.

If your classes do not appear when you click on “My Classes,” first confirm that you are logged in with the same Google user. If yes, log out of ClassInTheBox and log back in. Go to “My Classes” and try again.

You can assign a video as a task, which means you can have your own students work on the same video by pintagging their own view of the video. To assign a video as a task, your students must have accounts in the system. To “assign as a task” a video, follow these steps:

1. Prepare the video you want to assign as a task. For example, you can place a pin at the beginning of the video to give instructions to the students (e.g., mark the main ideas in the video, complete the activities provided in the video, etc.).

2. Click on the “Assign as Task” icon (a blue icon with a notebook), which you’ll find in the “Share” options of the video card (in the gallery view).

3 Select the type of task (Generic or Self-evaluation): See the next question.

4.Give the task a name (this can help differentiate tasks for different groups, e.g., “1st Grade Invertebrate Animals”).

5. Share the task with your students from the task created in the “Task Manager” by clicking the share button and selecting the method of sharing you prefer.

For generic tasks, from this point onward, students (once logged in) can pintag the video and complete the work assigned to them. Students will work on their own video while being able to see the pins and tags left by the teacher.

To review the work done by the students, the teacher can enter the task from the “Task Manager,” expand the class list on the side (three horizontal bar icon), and select the student whose work they want to review and evaluate.

Generic tasks are competency-based tasks in which students need to pintag following the teacher’s instructions (placing pins or tags, writing in their descriptions, adding illustrations, inserting links, etc.). For generic tasks, the Böxie Assistant can be activated (see the question “What is Böxie?”) so that students can ask any comprehension questions they may have about the video content.

Automatically assessed tasks, on the other hand, are tasks generated by artificial intelligence (see the question “How are self-evaluating tasks generated and assigned?”). Teachers, before sharing them with their students, need to select questions from the ones proposed by artificial intelligence. The goal of these tasks is for students to locate and “highlight” the answers to the questions in the form of “tags.”

Automatically assessed tasks are generated from any existing video in the “My Videos” gallery. When you click the “Assign as a task” button (either from within the video itself or from the share options on the video card), a task is generated and stored in the “Task Manager.”

Tasks processed by artificial intelligence require video processing, so you will need to wait for some time before the video is fully available. You’ll know a video is being processed when it appears in a semi-transparent color in the “Task Manager.” When it returns to its normal color, you can select questions under the “Activate Self-evaluation” option. We recommend selecting 3 to 5 questions. If you want students to see their scores immediately after “Submit and Close” the task, check “Show Score.”

Next, you can share the self-evaluating task with your students in any way you prefer.

NOTE: There’s no need to delete any pins and tags on videos assigned as self-evaluating tasks, as these will not be visible to students when they complete the task.

Once an Automatically assessed task is generated and sent to students, they will access it. They need to click “Activate Self-evaluation” (below the Böxie logo) at the bottom of the video. At this point, as many tags will be created as questions selected by the teacher.

The goal is to answer the questions that appear on the left side by moving the tags located below the video. Notice that as you move the start and end markers of the tags, the audio is transcribed as part of the description of the corresponding tag.

For the best results, it’s necessary to specify the exact answer as precisely as possible, avoiding additional, irrelevant information.

Once the student has defined answers to all the questions, they should click the “Close” button located below the Böxie logo.

At this point, if the teacher has selected the “Show Scores” option, students will see their scores overlaid on the screen; otherwise, scores will be visible from the teacher’s “Task Report.”

Automatically assessed task results are provided in terms of “scores” and “precision index.” The score is the “grade” received by students (e.g., 2/4 equals 50%). The precision index relates to how close the student’s response was to the perfect answer according to artificial intelligence.

Böxie is the name of the Artificial Intelligence used by ClassInTheBox. Currently, Böxie is used for three distinct functionalities:

1. Advanced Search: Teachers can click the Böxie button to perform an advanced search in the Inspira Gallery. When clicking the Böxie button, the search is not limited to video titles but also includes searching within all pins, tags, audio, and more. It provides instant results for all videos and matches in the Inspira Gallery. The system also offers information about digital resources found in each of the videos (presentations, interactive activities, etc.), making it easier for teachers to search and locate relevant videos and resources.

2. For students, Böxie also serves as the Video Comprehension Assistant. If activated by the teacher when launching a generic task, students can ask the assistant 1, 3, or 5 questions related to the video content in a chat-like conversation format. (See the question “What is Böxie and how is the Böxie assistant activated for students?”)

3. Böxie is also behind the Automatically assessed tasks. When generating a self-evaluating task (see the question “How are self-evaluating tasks generated and assigned?”), the AI generates a series of questions, from which the teacher must select some, and the task is launched to the students. After responding, it is automatically evaluated by artificial intelligence.

The Böxie Video Comprehension Assistant operates within a closed and secure environment of Artificial Intelligence. It offers students the best possible questions, the answers to which are within the video’s content, and it works through a format very similar to a chat conversation with questions that students can select.

The teacher activates the assistant optionally when creating a generic task for their students. Additionally, the teacher can choose whether students can ask 1, 3, or 5 questions.

The teacher can also activate the Keep-Alive system, which is an option where students are required to watch the entire video in exchange for activating the Böxie assistant. The teacher can optionally activate Keep-Alive by selecting icons (duck, bullseye, or space invader) that will randomly appear to students during video playback. Students must click these icons (five icons will appear during the video).

If they don’t click them in time, the video will return to the beginning. If they attempt to skip the video, it will also return to the beginning. Only when all icons are clicked will the Böxie assistant be activated for students to ask comprehension questions, within the maximum number of questions allowed by the teacher.

Free accounts only have one Böxie available for testing. Pintaguer+ accounts have a specific number of Böxies, depending on the package selected, such as 10, 20, 50, or unlimited.

One Böxie will be consumed for each task that is less than 15 minutes in video duration. For tasks on videos longer than 15 minutes, Böxies will be consumed for each fraction of 15 minutes (for example, a 28-minute video will consume 2 Böxies).

As a general rule, educational videos are usually under 15 minutes in duration, so typically, each task with Artificial Intelligence will consume 1 Böxie (see video selection recommendations in the ‘What type of videos can be assigned as tasks with Böxie?’ section).

However, only one Böxie will be consumed the first time you create a generic task with Böxie or an automatically assessed task. In other words, if you use the same video to create the same task for a different group, it will not consume another Böxie since it’s the same task and the video is of the same duration (as long as it’s the same type of generic task with Böxie or automatically assessed task). This allows you to use the same task as many times as needed.

Let’s explain this with an example: If you create a task like ‘The Phases of the Moon’ and activate the Böxie comprehension assistant for your 1st-year students ‘Group A’, one Böxie will be consumed (assuming the video is less than 15 minutes). If you later create the same task for your 1st-year ‘Group B’ and ‘Group C’, no additional Böxies will be consumed.

However, if you decide to use the same video to create an automatically assessedt task for your 1st-year ‘Group A’ a few days later, since it’s a different type of task, you will consume 1 Böxie. But if you create the automatically assessed task again for your 1st-year ‘Group B’ and ‘Group C’, no additional Böxies will be consumed.

In the example above, even though you created six different tasks with the same video, you would have only consumed 2 Böxies—one for the first time you created the task with the Böxie assistant and another for the first time you created the automatically assesed task.

We recommend using short videos that are well-narrated. It’s advisable to avoid music videos, songs, or instrumental versions, as they may consume Böxies and not provide the expected results. You can refer to this article on our blog for recommendations on selecting videos to be processed by artificial intelligence.

The accuracy of questions and answers generated by Böxie is based on generative artificial intelligence, which is experimental technology designed to generate questions and answers autonomously. This technology, in constant development, is used by models like ChatGPT and Google Bard, which also specify their experimental nature in their terms of use. Therefore, questions and answers generated by Böxie may contain unintentional errors due to the inherent limitations of developing generative AI. Despite this, continuous improvement is a commitment, but it’s essential to understand that certain aspects are beyond our control and depend on the evolving field of generative AI, which is a recent and continually advancing area.

You can access the Task Manager by clicking on the menu that appears when you click on the profile picture (top right).

The Task Manager allows you to view active tasks (those that are currently valid and can be viewed by students). It also allows you to ‘archive’ them (because they are no longer relevant) and ‘delete’ them (permanently remove them, for example, when changing school years). When you archive or delete a task, the original video is not removed but will still be available in the ‘My Videos’ section.

The teacher can also ‘close a task’ (from the menu with three dots at the top right of the task), which means that no more responses from students are accepted (in other words, the video cannot be edited by students, but they can still access it to view it and see their pins and tags). This can be used, for example, to prevent students from modifying their work while an evaluation is being conducted.

When you enter a specific task, you will see the pins and tags from all students in the class. This view (which can be overwhelming at first) can give you an idea of how the class has responded, for example, whether they have marked the same main ideas or not, whether they have given the same answers or not, etc. But you can also click on each student to view their individual work. You can expand the list of students by clicking on the icon with three lines that appears at the top right of the task (NOTE: this expandable icon only appears when at least one student has accessed the task).

When in an individual student’s work, the teacher can write feedback comments and even assign a grade using the green icon at the bottom left of the video. When these fields are completed, the student will receive an email notification that their work has been evaluated, and they will need to log in and visit the pintagged video to see this information. It’s also possible to write directly on the pins and tags created by students to provide comments and observations.

All tasks created from ‘My Videos’ are stored in the ‘Task Manager’ from where they can be sent to students (using the ‘share’ button in each task). To easily identify the type of task, a small orange triangle will appear in the video’s corner marked with an Ö for tasks with the Böxie assistant, the notebook icon for self-assessment tasks. Generic tasks without artificial intelligence assistance will not be marked with an orange triangle.

citbREC is the Chrome browser extension for ClassInTheBox that allows live screen recording and marking with pins and tags. It can be used to record a video conference or video tutorial using the ClassInTheBox video conference device, or not. The extension allows you to activate various camera modes during recording (switching cameras, duplo, duplo mini, etc.). Videos recorded with citbREC are added to the “My Videos” gallery in ClassInTheBox, where they can be pintagged, shared, and more, just like imported videos.

Please read this section of questions and answers about Privacy in the educational field.