Assignment 1: Read PDF ‘How to Get Ideas_Idea Success’ Please write a few lines about chapter three. Tell me what stood out to you, and any thoughts/personal reflections you have on the content. 5-7 sentences is the expected length. Assignment 2: Read PDF ‘How to Get Ideas_Idea Failure’ Please write a few lines about chapter three. Tell me what stood out to you, and any thoughts/personal reflections you have on the content. 5-7 sentences is the expected length. Assignment 3: 1. Choose a brand and a “problem/goal.” Earlier in the semester we did an exercise about Burger King’s breakfast sales being low, and we brainstormed ideas on how to increase sales. This is an example of the kind of brand and “problem/goal” you would choose for this assignment. 2. Underneath it, write 100 solution ideas as fast as you can using either a list form or idea map. 3. Select 10 of the best ideas and rewrite them. For each of the best solutions, write 5 pros and cons for each. 4. Select the best solution! Identify the winner with a star, or highlighter, or whatever! Assignment 4: Visit the link below to view and read about some big advertising fails: https://www.workzone.com/blog/bad-ads/ (Links to an external site.) Review the ads and ponder. Choose the one that you think was the worst failure. What was the failure? Why was it a failure? Most importantly, what IS the silver lining for the brand from this failure? What did the brand learn? What lesson did the brand walk away with? Assignment 5: Visit the pdf Caffeine week six, to view the three prompts and complete them. How to Get Ideas by Jack Foster Berrett-Koehler Publishers © 1996 (208 pages) Citation ISBN:9781576750063 Chapter 4: Set Your Mind on Goals/Visualize Success The brain is a wonderful organ. It starts working the moment you get up in the morning and does not stop until you get to the office. -­?-­?Robert  Frost     The trouble with the rat race is that even if you win, you’re still a rat. -­?-­?Lily  Tomlin     When I go to the beauty parlor, I always use the emergency entrance. Sometimes I just go for an estimate. -­?-­?Phyllis  Diller     I want you to imagine a steel beam about one foot wide and one hundred feet long. Let’s say I take that steel beam up to the top of a 40-story office building and lay it across to the top of a 40-story office building on the other side of the street. Now here’s the deal: If you walk across that beam from one building to the next I’ll give you $100. If you’re like most people you’ll say forget it. “Walk across that narrow piece of steel 40 floors up? No way. I could lose my balance and fall.” And you probably would have too. Now I go across the street to the other building and hold your 12-week-old baby girl over the side and tell you that unless you walk across that beam right now I’ll drop her. If you’re like most people you’ll walk across the beam. Not only that, you’ll probably make it easily, walking across it as effortlessly as you walk across a bridge. Why did you react so differently? The task—walking across the beam—didn’t change. You reacted differently because your goals changed. The first time your goal was not to fall. The second time your goal was to save your baby. The first time you were concerned about the getting there—how you should place your feet, how you should hold your arms for balance, how fast you should go, how long your stride should be, how you should keep from falling. The second time you didn’t think about any of those things. All you thought about, all you visualized, was saving your baby. And your mind automatically figured out how your body should move in order to get there. In the same way, if you set your mind on goals—on getting ideas for example—your mind will figure out a way to get them. Or ponder the case of the guy who was trying to develop a computer program that would determine where and when and how fast a center fielder should run when a baseball was hit in order to catch it like Willie Mays. He had to consider the wind and the humidity at the ball park, the sound of the bat hitting the ball, the kind of pitch the pitcher threw, what that particular batter had done in previous situations against that particular pitcher and that particular pitch in that particular ballpark, and how that particular batter had been hitting the ball lately. He had to consider the speed of the ball as it left the bat and how that speed would decrease the further it went. He had to consider the direction and rotation of the ball and the angle of its rise and descent. Then he had to consider how fast the fielder should run, and in what direction and at what angle, in order to catch the ball before it hit the ground or the wall. I don’t know if he succeeded in developing such a program. But I do know that Willie Mays did all that without consciously thinking about any of it. He just saw the ball being hit and ran to the precise spot on the field where the ball was going. All he visualized was the goal—catching the ball. His brain took all the information that his eyes and ears and memory were furnishing and did all the computing for him: it told his body where to go, his legs how fast to run, his arm how high to reach, his hand which angle to turn. Let me give you another example: Research Quarterly reported on a study that showed how practicing basketball free throws in your mind can affect your performance. One group of students actually practiced shooting free throws every day for 20 days, and each student was scored on the first and last day. Each student in the second group was also scored on the first and last day, but did no practicing in between. Students in the third group imagined shooting free throws every day for 20 days, mentally correcting their errors when the ball didn’t go in; they were also scored on the first and last day. Students in the first group—those who actually practiced—improved their shooting by 24%. Students in the second group—those who did nothing—showed no improvement. And students in the third group—those who practiced in their imaginations—improved their shooting by 23%. Experiments with dart throwers showed the same thing—that mentally throwing darts at a target improves aim as much as physically throwing darts at it. Case closed. Because don’t you see?—once again it’s a quantum leap versus a minor leap situation. If your mind can control the way your body behaves and acts on 12 inches of steel 40 floors up, or on a baseball field when a ball is hit, or in front of a dart board, or on a basketball court—if your mind can control the way your body works to that extent, just think of the way your mind can control the way your mind works. So if you want to get ideas, imagine having gotten them. Visualize the scene the way the students visualized the ball going in the hoop, the darts into the target. Visualize it the way divers visualize the dive, pool players the shot, tennis players the slam, golfers the putt. Do not imagine that you will get the idea. Imagine that you already have it. Imagine being praised and thanked and rewarded. You will be.   Chapter  5     Rejoice  in  Failure   Ca?eine  for  the  Crea-ve  Mind   WEEK  FIVE  PROMPTS  

Mastering the Art of Online Learning: Your Guide to Acing Online Courses

Introduction

In recent years, the popularity of online courses has skyrocketed, offering learners the flexibility to acquire new skills and knowledge from the comfort of their homes. However, succeeding in online courses requires a different approach compared to traditional classroom settings. To help you make the most of your online learning experience, this article presents essential strategies and tips to ace your online courses.

1. Set Clear Goals and Plan Ahead

Before embarking on an online course, establish clear goals and objectives. Determine what you hope to achieve by the end of the course and break down your goals into manageable milestones. Create a study schedule that aligns with your other commitments, ensuring you allocate dedicated time for coursework, assignments, and revision.

2. Create a Productive Study Environment

Establishing a conducive study environment is crucial for online learning success. Find a quiet, well-lit space where you can concentrate without distractions. Remove any potential interruptions, such as notifications from social media or email. Organize your study materials and have a reliable internet connection to ensure seamless access to course materials.

3. Actively Engage in the Course

Active participation is key to mastering online courses. Engage with course materials, including videos, readings, and interactive components. Take comprehensive notes, highlighting key concepts and ideas. Participate in discussion boards, forums, and virtual meetings to interact with instructors and peers, fostering a sense of community and enhancing your understanding of the subject matter.

4. Manage Your Time Effectively

Online courses offer flexibility, but it’s essential to manage your time wisely to avoid falling behind. Create a detailed schedule, allocating specific time slots for coursework, assignments, and studying. Break down larger tasks into smaller, manageable segments to prevent procrastination. Prioritize tasks based on deadlines and dedicate focused time to each one, ensuring consistent progress throughout the course.

5. Develop Effective Communication Skills

Online courses often rely on written communication, making it crucial to hone your skills in this area. Be concise and clear in your written responses, paying attention to grammar and spelling. Actively participate in discussions, asking thoughtful questions and providing constructive feedback to your peers. Regularly check your course emails and notifications, ensuring you stay updated with any important announcements or changes.

6. Utilize Available Resources

Take full advantage of the resources provided by your online course platform and instructors. Familiarize yourself with the learning management system (LMS) and explore its features. Access supplementary materials, such as textbooks, lecture slides, and external resources recommended by instructors. Utilize online libraries, research databases, and tutorial services to deepen your understanding of the subject matter.

7. Stay Motivated and Engaged

Maintaining motivation throughout an online course can be challenging, particularly when faced with competing priorities or a lack of face-to-face interaction. Set short-term goals and reward yourself upon their completion. Connect with fellow learners through virtual study groups or online forums to foster a sense of camaraderie. Regularly remind yourself of the benefits and personal growth associated with completing the course successfully.

8. Seek Support and Clarification

Don’t hesitate to seek support or clarification when needed. Reach out to your instructors for guidance or clarification on course material. Utilize online discussion forums to ask questions or engage in collaborative problem-solving. Leverage the support services provided by your course platform or institution, such as technical support or academic advising.

Conclusion

Online courses present unique opportunities for self-paced learning and personal growth. By setting clear goals, creating a productive study environment, actively engaging with course materials, and managing your time effectively, you can maximize your chances of acing online courses. Remember to stay motivated, seek support when needed, and make the most of the available resources. Embrace the flexibility and adaptability of online learning to achieve your educational goals.