DOC-20230512-WA0003..es.en

Translated from Spanish to English - www.onlinedoctranslator.
com
SANTANDER UNIVERSITY DIRECTORATE
Dr. Enrique Javier Navarro Flores

Rector
Dr. Eva Adriana GarcYoto Nunez
General Vice Chancellor
Dr. Pedro Alfonso Alemtono
Acad Vice Chancellorandmonkey
Dr. Teresa D.Yoaz
Cicip Director
Dr. Adriana Garcia
CEO.
Dr. Luis Jimenez Zuniga

Director of Strategic Design.
This academic textandmico is overeitherto print onthe workshops of Grupo Editorial Unisan, S. de RL de CV, Calle Árbol S/N, Chapalita Sur,
Zapopan, Jal., CP 45040, Tel. 01 (33) 3615-2591, with the rights reserved for Grupo Educativo Santander, SC, Santander University. It is strictly
prohibited, under the sanctions established by law, the total or partial reproduction or storage of this work, including the design of its cover, as
well as its transmission by any of its means, whether electronic, mechanical, optical, recording, or photocopying without the express written
permission of the copyright holders.
CONTENT P.
Welcome. 9
Instructions. 10
eleve
Pedagogical elements of support for learning.
n
MAPPA (Personalized Learning Model of your Academic Project) your educational route. 12
fiftee
General objective of the course.
n
fiftee
Specific objectives.
n
Progress record/form. 16
Thematic MAPPA of the subject "Creative Marketing Workshop". 17
Nomenclature of the thematic MAPPA of your subject. 18
Becoming aware. 19
twent
Exploring my knowledge.
y
twent
Evaluation rubric.
y-one
Report card. 22
Study recommendations for the subject. 23
THEMATIC CONTENT AND LEARNING ACTIVITIES

INTRODUCTION TO CREATIVITY.
Learning activity 1. 26
UNIT 1
1.1. What is creativity? 27

1.2. Characteristics of creative people. 28
1.3. Factors that hinder and favor creativity. 29
Product 1. 32
EXPANSION AND CONTRACTION OF IDEAS.
learning activity 2. 35
2.1. Positive, negative, question. 36
2.2. Elements of thought. 36
Product 2. 40
learning activity 3. 42
23. Analysis of objectives and purposes. 43
UNIT 2
Four.
Product 3.
Five
2.4. Consideration of alternatives and possibilities. 48
2.5. Consideration of priorities. 49
Product 4. fifty
2.6. Points of view of the process. 53
2.7. Decision making. 53
2.8. Planning the creative process. 55
Product 5. 56
2.9. Synthesis of the management of thought patterns. 60
Product 6. 62
CREATIVE PROCESSES.
3.1. Activation of creative processes. 66
Product 7. 67
UNIT 3
3.2. Logic extension. 70
Product 8. 72
3.3. Thought-activating ideas that generate discontinuities. 75
3.4. Challenge of ideas and concepts. 77
Product 9. 80
DEVELOPMENT OF INVENTION.
4.1. What is inventiveness? 84
4.2. Analysis of inventions. 85
Product 10. 87
UNIT 4

4.3. Evaluation of concrete inventions. 90
4.4. How to improve concrete inventions. 91
Product 11. 94
4.5. Creation of an invention. 97
4.6. Creation of an abstract invention. 99
Product 12. 101
Closing of the course. 103
Bibliographies and general sources. 104
My university, My space, My time
WELCOME.
Hello, my name is Adriana, and I will accompany you

throughout your course in order to rescue ideas,
concepts and examples of relevance to your academic
training.
Dear student, we want to give you a warm welcome to "Creative Marketing Workshop", your
new subject, whose purpose is to develop and strengthen your learning. In this training process
you are the protagonist, success depends on you and we are here to accompany you step by step
in this adventure of knowledge.
“Education is the most powerful weapon that you can use to change the world”
Nelson Mandela.
INSTRUCTIONS.
CREATIVE MARKETING WORKSHOP 9

First identify the structure of your didactic guide, as well as the various pedagogical support
elements that will help you with your learning; In this work, you will find a Personalized
Learning Model of your undergraduate Academic Project (MAPPA), to later place you in the
study of the subject "Creative Marketing Workshop" that is part of your study plan.
To develop your learning, this guide is made up of units, learning activities and products, which
you will identify, study, review and solve through a route made up of Casillas called MAAC,
which refers to the path you will take to pass your subject.
The boxes represent the topics that make up your study program of the subject, each box can be
made up of a topic. In this case, the subject "Creative Marketing Workshop" It is made up of 12
boxes. Remember that the cycle of each subject lasts four weeks. It is suggested that you dedicate
at least two hours a day to progressing through each box.
The guide presents a Progress Record or form that will help you monitor and supervise your
progress in your Thematic MAPPA, and at the end of this section, you will find a table that
indicates the maximum qualification to which you can aspire, the total number of products to be
made and the equivalent value of each product. To obtain your final grade, your advisor evaluates
and counts each product made and assigns you a grade.
In the Nomenclature section of the Thematic MAPPA, the progress criteria are described with
respect to each box (learning activity and product).
Always remember to read the Becoming Aware section and do the corresponding exercise, as it is
part of your learning and, above all, it leads you to become aware of the importance and
relevance of your subject in your professional training.
In the Exploring my knowledge section, you are invited to fill in the first two rows of: "What I
know" and "What I want to learn", preparing this exercise is very important, since your advisor
identifies your level of training in relation to the subject and your interests. The row of "What I
learned" must be filled in at the end of your subject.
Assessment Rubrics are scoring guides used in the assessment of student performance that
describe the specific characteristics of a product, project, or task at various levels of performance,
in order to clarify what is expected of the student's work, assess its execution and facilitate
feedback (Andrade, 2005; Mertler, 2001).
In the Record of qualifications section you can empty the score obtained by each product, and
obtain your final qualification, remember that it is only a guide, the final qualification is assigned
by your advisor, that is why it is recommended that you carry out all your products located in
each box.
In the section Study recommendations for the subject you will find a series of suggestions for
studying your subject and promoting your meaningful learning.
In the Thematic content and learning activities that the set of boxes represents, you will find the
units, learning activities, products, my location, bibliographies and sources.
PEDAGOGICAL ELEMENTS TO SUPPORT LEARNING.
Did you know? Concepts and definitions

audiovisual support
examples
These boxes includeconsultation
curious facts, This element is important to contextualize
Bibliographic material
Here youwith
Identify
Feedback
information, events
can examples
micro-activities
or occurrences
consult consultation
related to
audiovisual
the linking material
of the
your learning, its review places you on the
the topics that are being developed.
Keywords main ideas and concepts that you must learn.
available on
contents of the
theweb,
topicsuch as videos,
under reviewtutorials,
against
In
At this
this
life time
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events, itareconsultation
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is time to
toamong documents
carry
develop out
others,
and
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In this on
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space
to complement
increase the web
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will
will relation
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three as:
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ablogs,
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identify expertquickly
more or
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10 suggested
These Microactivities
material thattois provided
review
CREATIVE
are optional
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is
MARKETING
specify
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WORKSHOP
complement
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your of the evaluation
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morecriteria.
that are addressed.
efficient.
MAPPA (PERSONALIZED LEARNING MODEL OF YOUR

ACADEMIC PROJECT) YOUR EDUCATIONAL ROUTE.
The Bachelor's Degree in Marketing with an Accentuation in Research and Teaching, consists of
40 subjects, the school year is four weeks; that is, you have four weeks to develop and accredit a
subject in the non-school or online modality.
At Santander University you can take up to four subjects together in one school year, and finish
your study plan in 10 months, if you wish. That is why it is considered a personalized learning
model, you decide when, where and schedule to carry out your learning activities and products,
as well as the number of subjects to study in each school year.
In your educational route you will be able to identify where you are located and the path you
have to follow to reach the goal that translates into obtaining your professional title.
“It's not about the ideas. It's about making them come true."
Scott Belsky, co-founder of Behance.

YOUR EDUCATIONAL ROUTE OF

BACHELOR'S DEGREE IN MARKETING WITH A FOCUS ON RESEARCH AND
TEACHING
CICLO
LMK001 OBLIGATORIA LMK002 OBLIGATORIA LMK003 OBLIGATORIA LMK004 OBLIGATORIA
1 INTRODUCCIÓN A LA
FUNDAMENTOS DE
COMUNICACIÓN MATEMÁTICAS INVESTIGACIÓN, LA INNOVACIÓN Y
MERCADOTECNIA
LOS PROYECTOS PROFESIONALES
2 INTRODUCCIÓN A LA DOCENCIA Y
INGLÉS I MICROECONOMÍA FUNDAMENTOS DE VENTAS
EL DOCENTE CREATIVO
LMK009 OBLIGATORIA LMK010 OBLIGATORIA LMK011 LM K006 OBLIGATORIA OPTATIVA
3 METODOLOGÍA DE LA PLANEACIÓN DIDÁCTICA

INGLÉS II OPTATIVA ESPECIALIDAD I
INVESTIGACIÓN I ARGUMENTADA
4 INFOTECNOLOGÍA E ESTRATEGIAS DE ENSEÑANZA

MACROECONOMÍA ESTADÍSTICA INFERENCIAL
INVESTIGACIÓN DOCUMENTAL APRENDIZAJE
LMK016 LM K011 OBLIGATORIA OPTATIVA LMK017 OBLIGATORIA LMK018 OBLIGATORIA
5
INGLÉS III OPTATIVA ESPECIALIDAD II ADMINISTRACIÓN DE VENTAS MERCADOTECNIA INTEGRAL
LMK019 LM K009 OBLIGATORIA LMK020 OBLIGATORIA LMK021 LM K016 OBLIGATORIA OPTATIVA
6 METODOLOGÍA DE LA
EVALUACIÓN DEL APRENDIZAJE INGLÉS IV OPTATIVA ESPECIALIDAD III
INVESTIGACIÓN II
7 METODOLOGÍA DE LA COMPORTAMIENTO DEL PLANEACIÓN ESTRATÉGICA Y PRONÓSTICO PARA LA TOMA DE

INVESTIGACIÓN MERCADOLÓGICA CONSUMIDOR OPERATIVA DECISIONES
LMK026 OBLIGATORIA OPTATIVA OPTATIVA LMK027 OBLIGATORIA
8 INVESTIGACIÓN CUANTITATIVA DE
OPTATIVA ESPECIALIDAD IV OPTATIVA INVESTIGACIÓN PROYECTO PROFESIONAL I
MERCADOS
9 MARCO LEGAL DE LA
SISTEMAS DE INFORMACIÓN MERCADOTECNIA ELECTRÓNICA MERCADOTECNIA INTERNACIONAL
MERCADOTECNIA
OPTATIVA OPTATIVA OPTATIVA LMK032 LM K027 OBLIGATORIA
10
OPTATIVA ESPECIALIDAD V OPTATIVA ESPECIALIDAD VI OPTATIVA DOCENCIA PROYECTO PROFESIONAL II
ÁREAS TOTAL DEL PLAN DE

T RONCO COMÚN ESTUDIOS
PROFESIONALIZANT E HA 568
ESPECIALIZANT E HI 4776
CR 334
12 CREATIVE MARKETING WORKSHOP

Here we present the electives of the Bachelor's Degree in Marketing with an Accentuation in
Research and Teaching that you can choose during the development of your degree, remember
that there are specialty electives, teaching electives and research electives.
OPTIONAL NAME CLUE TRAINING AREA

ACCOUNTING PRINCIPLES AND PROCEDURES LMKO01
COST SYSTEMS LMKO02
CRITICAL THINKING LMKO03
TOTAL QUALITY LMKO04
PRICE-PRODUCT STRATEGY LMKO05
CREATIVE MARKETING WORKSHOP LMKO06
PACKAGING AND PACKAGING WORKSHOP LMKO07

MARKETING CHANNELS LMKO08 SPECIALTY
QUALITATIVE MARKET RESEARCH LMKO09 ELECTIVES
ADVERTISING MEDIA STRATEGY LMKO10
PROMOTION LMKO11
FINANCIAL STATEMENTS LMKO12
DEVELOPMENT OF NEW PRODUCTS LMKO13
BUSINESS SIMULATION LMKO14
ENTREPRENEURIAL DEVELOPMENT LMKO15
PROFESSIONAL ETHICS LMKO16
SCIENTIFIC COMMUNICATION LMKOI1
RESEARCH
RESEARCH PROJECT MANAGEMENT OR ELECTIVES
LMKOI2
PROFESSIONAL INNOVATION
DIAGNOSIS AND PSYCHOPEDAGOGICAL
LMKOD1
ORIENTATION TEACHING ELECTIVES
EDUCATION MANAGEMENT LMKOD2
GENERAL OBJECTIVE OF THE SUBJECT.

Use the creative process for the invention or transformation of innovative products, exercising the
development of thinking and creative skills.
SPECIFIC OBJECTIVES.
1. Describe the concept and characteristics of creativity to know the factors that can hinder
or favor creativity.
2. Analyze the application of the PNI creativity technique as a fundamental tool within the
creative process.
3. Contrast the objectives and purposes that creativity brings to the student within
marketing.
4. Classify the alternatives and priorities that creativity offers to the student in marketing.
5. Analyze the various points involved in the creative process, for decision making.
6. Distinguish patterns within thought, for the creative process.
7. Experience the activation of creative processes, through stimulation, which will help the
marketing professional.
8. Stimulate the reaction of logic, through the understanding and relationship that it has with
creativity.
9. Analyze the various techniques that have been proposed to improve creativity in humans.
10. Use inventive strategies within marketing, which will help the future professional.
11. Analyze the guidelines for creating or working on inventions, supported by creativity.
12. Outline with the help of the theories analyzed to develop creativity, a product or project
that can go on the market.
ADVANCE REGISTRATION/FORM.
Here you can keep a general record of your learning activities and products and identify the
progress of your boxes.
SUBJECT PROGRESS RECORD:
“Creative Marketing Workshop”
Elaborated
Qualified
approved
Advance
boxes
Seen
Sent
Unit name and topics

UNIT 1: INTRODUCTION TO CREATIVITY.

1.1. What is creativity?
1 1.2. Characteristics of creative people.
1.3. Factors that hinder and favor creativity.
UNIT 2: EXPANSION AND CONTRACTION OF IDEAS.
2.1. Positive, negative, question.
2
2.2. Elements of thought.
3 23. Analysis of objectives and purposes.
2.4. Consideration of alternatives and possibilities.
4
2.5. Consideration of priorities.
2.6. Points of view of the process.
5 2.7. Decision making.
2.8. Planning the creative process.
6 2.9. Synthesis of the management of thought patterns.
UNIT 3: CREATIVE PROCESSES.
7 3.1. Activation of creative processes.
8 3.2. Logic extension.
3.3. Thought-activating ideas that generate discontinuities.
9
3.4. Challenge of ideas and concepts.
UNIT 4: DEVELOPMENT OF INVENTIVENESS.
4.1. What is inventiveness?
10
4.2. Analysis of inventions.
elev 4.3. Evaluation of concrete inventions.
en 4.4. How to improve concrete inventions.
4.5. Creation of an invention.
12
4.6. Creation of an abstract invention.
Value of Number of
maximum total
(equal) each (multiply) exercises (equal) Course grade
rating exercises
exercise approved
10 12 = 0.833 x =

THEMATIC MAP OF THE SUBJECT"CREATIVE MARKETING

WORKSHOP".
In this MAPPA start your educational path, identify in which box you are located, and keep
advancing until you finish your subject.
Box 7
When you reach your

last box you will have
Box 1 completed your subject.
Box 8

Box 2 Box 9
Box 3 Box 10

Box 4 Box 11
Box 5 Box 12
Box 6
NOMENCLATURE OF THE THEMATIC MAP

OF YOUR SUBJECT.
The thematic MAPPA of the subject is a practical and simple

instrument, which allows you to manage the progress of your
evaluation products.
In your thematic MAPPA you will find the following elements:
box number
Box 01
Arrow indicating the
direction of advance
The colors that mean

the following:
Indicates that you have already taken the lesson on that subject and
seen topic
clarified the corresponding doubts with your advisor.

You have already prepared the evaluation exercise, the next step is to send
Elaborated
it.
You have handed the exercise over to your advisor for evaluation, so you
Sent
can move on to the next topic.
Your advisor has returned the observations of your exercise and tells you if
Qualified
it was approved.
If you have approved your exercise, you must fill in the box with green
Approved
color, otherwise it will remain blank.
Advance Indicates the number of exercises approved.
Indicate in which box you are located.
BECOMING AWARE.
The creative strategy is the part of the planning of promotion, advertising and marketing
campaigns, in which the innovative and strategic way of how the messages will be transmitted is
determined. In this phase, advertising creatives do their own thing to create the concepts, slogans,
phrases and elements that allow brands to leave their mark. In a few
words, creativity is the basis for the success of a marketing
campaign, because only in this way can a brand position
itself in the minds of consumers and remain there.
Feedback micro-activities
- What is creativity for you?

EXPLORING MY KNOWLEDGE.
Next, answer the first two statements in the following table and send it to your advisor for a first
approach. At the end of the subject, complete the third statement and share it again with your
advisor in order to assess what has been learned.
WHICH
KNOW
WHAT I
WANTLEARN
WHICH
I LEARNED

EVALUATION RUBRIC.
Rubrics are scoring guides used in the evaluation of student performance that describe the
specific characteristics of a product, project, or task at various levels of performance, in order to
clarify what is expected of the student's work, to assess their execution and to facilitate feedback
(Andrade, 2005; Mertler, 2001).
Indicators Excellent very advanced Satisfying Essential Scarce

The work is well
The work is well The work is well
The work is well structured by 50% The work is not
structured by 80% structured by 50%
structured and fully and fully structured and does
Drafting and fully complies but does not
complies with the complies with the not comply with the
with the requested comply with the
requested structure. requested structure.
structure. requested structure.
structure.
The text does not
present spelling errors The text has The text has
The text has less than The text has more
Orthography (punctuation, between 4 and 6 between 6 and 10
3 misspellings. than 10 misspellings.
accentuation and misspellings. misspellings.
grammar).
The written The written
The written exercise The written exercise
The written exercise is exercise presents exercise presents
is half a page longer presents more than
Extension adapted to the required one more page two pages more
than the required two pages of the
length. than the required than the required
length. required length.
length. length.
Some paragraphs do
The content that has 60% of the text is Some paragraphs Only the requested
not address any of the
Content been requested is not related to the allude to the topic is mentioned,
content that has been
addressed. content. themes. but not addressed.
requested.

He does not present

It presents well-argued It presents well- He presents ideas
argumentation of Present ideas ideas and those he
ideas and without argued ideas, but with that he argues
ideas without arguing. presents are not
errors. some errors. weakly.
argued.
The work is The work has The job has too much
The work is presented The work is neatly
Presentation and neatly presented, excessive images visual information or
with neatness and presented, but has a
cleaning but it has two or and little coherence document
cleanliness. blot.
three erasures. with the content. disorganization.
It should be noted that any study guide requires reading skills to understand, analyze, value, be
purposeful, creative, innovative, through contextualized products of daily life, so that the student
can objectively identify them, reinforce and acquire knowledge, performing efficiently in solving
problems.
REPORT CARD
Product Qualification
1
2
3
4
5
6
7
8
9
10
eleven
12
Final score

STUDY RECOMMENDATIONS FOR THE SUBJECT.

To achieve significant learning in this matter, the following is recommended:
Organize your time:allocate two hours to the study of each topic that makes up your subject,
remember that organization and planning are keys to achieving success.
Avoid distractors:keep your mobile phone off or put it on vibrate. Avoid having your social
networks open on your computer that could distract you.
Condition your study environment:It is recommended that you study in a comfortable place,
without noise, with sufficient light and ventilation.
Work your readings:It refers to reading carefully, underlining the key words or phrases that you
consider important, you can use symbols, make glosses, among other notes.
Consult the dictionary:You are invited to consult the dictionary in case you find words that you
do not know, it is important that you do so, as it will help you better understand and comprehend
what you are reading, as well as increasing your vocabulary.

Relate the contents with events of daily life and your environment:This recommendation will
help you to find the usefulness and importance of the contents with your daily activities, which
will have as a reward that it will be easier to retain them and apply them in your future projects.
Take care of the image and quality of your products:carry out your activities taking care of the
indicators that are mentioned in your evaluation rubric.
Always value what you learn:it is important that you do it, remember that it is what will give
you knowledge and wisdom, with it you will be able to do great things for yourself, your family
and for Planet Earth.
Investigate:Don't settle for what you know, broaden your knowledge.
If you need more information or research on the web, we recommend the following academic
search engines:
- Academic googlehttps://scholar.google.es/
- dialnethttps://dialnet.unirioja.es/
- BASEhttps://www.base-search.net/
- redalychttps://www.redalyc.org/home.oa
- heavenhttps://www.scielo.org/es/
GENERAL RECOMMENDATIONS FOR YOUR READINGS:
 Focus on your reading.

 Analyze and reflect on what you read.
 Identify the main concepts and ideas of the text.
 Underline your reading and take notes.
 To facilitate the comprehension of your reading you can make graphic organizers.
 Have your dictionary handy.
 Comment on your reading in the forums or in the chat to assess your level of
understanding.


26My university, My space, My time
Unit 1
INTRODUCTION TO
CREATIVITY
CREATIVE MARKETING WORKSHOP

LEARNING ACTIVITY 1
THEMATIC CONTENT:
1.1. WHAT IS CREATIVITY?
1.2. CHARACTERISTICS OF CREATIVE PEOPLE.
1.3. FACTORS THAT HINDER AND FAVOR CREATIVITY.
AIM:
Describe the concept and characteristics of creativity to know the factors that can hinder or favor
creativity.

1.1. WHAT IS CREATIVITY?
The German author Joachim Sikora, refers that in a symposium on creativity the scientists present
there associated more than 400 different meanings to that term.
The word creativity does not appear in the Concepts and

Dictionary of the Royal Academy until the most
definitions
recent editions. Previously, creatives were called
geniuses, talented, ingenious, wise, inventors, and Creativity, also called original thinking,
they were considered men inspired by the gods. creative thinking, inventiveness,
Today the term creativity has become fashionable. constructive imagination or divergent
thinking, is the ability to create, innovate,
But what does this word suggest to us? Originality, generate new ideas or concepts, or new
novelty, technological and social transformation, associations between known ideas and
ingenious and curious associations, adventure, concepts, which usually lead to new
sense of progress, success and prestige, new paths conclusions. They solve problems and
to reach an end, alternatives, problem solving, produce original and valuable solutions.
fantasy, discovery... For all group work it is
convenient agree on a single definition of key terms, otherwise communication becomes difficult.
We propose the following definition of creativity: the ability to produce new and valuable things.
The word things is taken in the broadest sense, which includes practically everything. A method,
a style, a relationship, an attitude, and an idea, that is to say, it is possible to consider the
creations not only for their substance or content, but also for their mere form.
Creativity, as a human quality, is a psychological fact and, therefore, must be studied from the
point of view of the subjects involved. What has occurred to an individual and what he has
discovered is new, and it does not matter that in another part of the world another person has
arrived at the same thing.
In general terms we can distinguish three degrees or levels to value the product:
 The product is valuable for the affective circle of the creative subject.
 It is valuable to your social media.
 It is valuable to humanity.
Thus three levels of creation result. Scheme.1, which we could call:
Scheme 1. Levels of creation.

Source: Own elaboration, with information from WEBSITE.
Every normal person can aspire to make very valuable contributions at levels 1 and 2, and
probably the majority, with serious training in creativity, will reach zone 3. Creativity is the
engine of personal development and has been the basis of all progress and of all culture. It can be
considered that every individual possesses this ability, only that some develop it more than
others.
1.2. CHARACTERISTICS OF CREATIVE PEOPLE.

Table 1.
COGNITIVE CHARACTERISTICS
Characteristic Definition
The subject is a good observer and knows how to capture details and global
situations at the same time. Perception provides the material for the work of
Fineness of perception. thought.
Intuition is a kind of complete, intimate and instantaneous perception of

intuitive capability. complex realities.
He elaborates and remodels the materials that entered through sensory

perception, but it is not about the imagination that flies wild but the
Imagination. imagination that flies and lands.
It makes it possible to distinguish between information and its source. It is

critical capacity. the opposite pole of the intellectual conformism that with the strength of an
inveterate habit tends to find out what the social authority of the sender is
and, on principle, submits to it. Paradoxically, this critical attitude goes
very well with the receptivity of new ideas and with intellectual humility.
Creative people live in constant questioning. One of the many similarities
Intellectual curiosity. between the genius and the child is that both have the ability to be amazed
and to ask a thousand times: why?
Table 2.
AFFECTIVE CHARACTERISTICS
The good-class creator retains something of a child: the
Release, freedom.
playful sense of life.

To be a creator, one must be able to be enthusiastic,

Passion.
commit and fight
Audacity. It is the ability to face risks.
It is the facility to go beyond the surface and sink into
Depth. deep reflections.
Table 3.
volitional characteristics
It implies perseverance, effort, discipline, work and
Tenacity
struggle.
The creative man must know how to resist ambiguity
and lack of definition; he must know how to live in
Frustration tolerance. tension, because the material he handles is ambiguous,
evasive and unpredictable.
The very nature of creative problems demands

knowing how to move and define oneself in conditions
Decision capacity.
of uncertainty, darkness and risks.
In short, the creative personality is paradoxical, a true union of opposites. Separated and
distanced from the environment, but not hostilely aligned or facing him. Not soft but not stiff
either. A rare combination of schizoid traits and at the same time great ego strength; of
outstanding sensitivity, but also independence of judgment and action. Creativity, in addition to
its many other excellences and advantages, becomes an integrating dimension of personality.
1.3. FACTORS THAT HINDER AND FAVOR CREATIVITY.
Although we are all potentially creative, creativity is a trait that manifests itself to an eminent
degree in some people and to a very modest degree in others; In short, a faculty that some have
known how to educate and others have allowed to atrophy. Like all personality traits, it is a
derivative of biological inheritance in combination with the environment.
For the development of the creativity of any subject, it is of vital importance to know their
interaction with the environment, detecting and diagnosing positive and negative influences. Both
are classified into four orders: physical, cognitive, affective and sociocultural. Of course, these
easily overlap and are sometimes confused.
Scheme 2. Factors that hinder.

De orden físico.
De orden cognoscitivo.
En relación ha éstos puede verificarse aquello
Un ambiente de prejuicios, dogmatismo,
de que los extremos se tocan. Un medio
tradicionalismo, burocratismo, escepticismo
monótono, supertranquilo, estático, puede
crónico y rechazo sistemático a lo nuevo,
ser tan enemigo de la creatividad como
condiciona actitudes rutinarias, frías,
un medio inestable, tempestuoso,
impersonales y apáticas.
acelerado y caótico.
De orden afectivo.
Otros estímulos que congelan la creatividad De orden sociocultural.
de una persona o de un grupo son:
Estos obstáculos quedaron ya denunciados
inseguridad, límites autoimpuestos,
al hablar del dogmatismo, la burocratización
sentimientos de culpa, hastío de trabajo y
y el mimetismo social.
presiones neuróticas.
Scheme 3. Factors that favor.
The main applications of creative thinking are:

improvement, problem solving, value and opportunity,
the future and motivation.
Likewise, we distinguish six stages in the creative process:

questioning, data collection, incubation, illumination,
elaboration, communication and/or publication.
PRODUCT 1
(BRIEFCASE)
 Make an infographic with the characteristics of creativity.
 .

Send the product to your Portfolio to be evaluated by your advisor.

Do not forget to put all your data on the cover of your work.

MY LOCATION
Now you know that creativity is the ability to generate new ideas or concepts, of new associations
between known ideas and concepts, which usually produce original solutions. Creativity is
synonymous with "original thinking," "constructive imagination," "divergent thinking," or
"creative thinking."
"Motivation is what gets you going, habit is what keeps you going." Jim Ryun.
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BIBLIOGRAPHY AND SOURCES.

UNAM Institutional Repository. (October 27, 2021). The
creativity.https://programas.cuaed.unam.mx/repositorio/moodle/pluginfile.php/166/
mod_resource/content/1/la-creatividad/index.htm
Israeli University. (October 27, 2021). What characteristics do creative people

share?https://uisrael.edu.ec/caracteristicas-comparten-las-personas-creativas /

35
Unit 2
EXPANSION AND CONTRACTION

OF IDEAS.

LEARNING ACTIVITY 2
THEMATIC CONTENT:
2.1. POSITIVE, NEGATIVE, QUESTION.

2.2. ELEMENTS OF THOUGHT.
AIM:
Analyze the application of the PNI creativity technique as a fundamental tool within the creative
process.

2.1. POSITIVE, NEGATIVE, QUESTION.

2.2. ELEMENTS OF THOUGHT.
Now, in this second box, the two themes that make it up,
you will find them within the development of this text,
so pay close attention, so that at the end you make
product number two. Cheer up and venture out!
The PNI is a simple creativity technique created by Edward de Bono. Its acronym corresponds to
the words Positive, Negative and Interesting. The objective of this method is to force our mind to
expand and analyze a situation from its different approaches. It requires overcoming the barriers
of our prejudices or what is obvious or logical. Thus, it promotes the work of the hemisphere of
our imagination from lateral thinking.
With this creative technique you will be able to know the strengths of a specific option, assume
the risks and assess the elements or the potential of a certain situation. Thus, you will make the
most appropriate decision to solve a problem. To do this, you will be guided by its acronym,
when making a decision:
Table 4. Characteristics.
ASPECT DEFINITION
It allows us to see all the positive aspects and strengths

Positive. of a situation.
It will lead us to see all the weaknesses and risks that a

certain situation compromises. It raises unwanted or
Negative.
negative scenarios.
You will explore an area of the situation that is neither

Interesting. negative nor positive and therefore interesting.
Edward de Bono's PNI technique shares some characteristics with his other creation: the 6 hats
technique. Both are creative methods for decision making that are distinguished by the following
aspects, according to his book Lateral Thinking (1970):
 PNI is a creativity technique that is part of lateral thinking, where fantasy is contrasted
with logic, and fluid logic with rigid logic.
 The PNI technique looks for more than one answer or probability in the face of a problem
or challenge.

 As part of lateral thinking, it acts by removing assumptions, dismantling schemes, making

positions more flexible and producing new connections.
 He opens up to possibilities, takes risks, searches, explores, and moves in a limitless

universe, looking for original solutions or challenges.
Feedback micro-
activities
It exemplifies what the PNI
technique refers to, making a PNI
chart of the technique itself.
COMPONENTS OF CREATIVE THINKING.
According to Beaudot and Guilford [1980] they argue that four factors stand out in creative
thinking:
 The fluidity.Understood as the number of ideas that a person can produce regarding a
given topic.
 Flexibility.What is the variety and heterogeneity of the ideas produced, stems from the
ability to easily move from one category to another, to approach problems from different
angles.
 The originality.It is the relative rarity of the ideas produced.
 feasibility.Seen as the ability to produce ideas and workable solutions in practice.
The first three factors are functions of lateral thinking (DeBono, 1991). Although convergent
thinking is the one that evokes ideas and tries to chain them to arrive at an already existing and
defined point, it can look dark as an already prefabricated package; divergent thinking, on the
other hand, acts like an explorer going on an adventure.
In the creative process for the solution of a problem, phases are distinguished according to
Scharch and Oropeza:

Scheme 4. Phases.
Necesidad o
cuestionamiento.
Definición y planteamiento
del problema en forma
lógica. Hemisferio izquierdo.
Preparación.
Análisis y diagnóstico del
problema recopilando
información para percibir
nuevas posibilidades.
Incubación.
Se reflexiona sobre el
problema, es una etapa de
gestación en donde "se deja
de pensar" conscientemente
en el problema.
Iluminación.
Es aquí donde se produce el
"chispazo", "se prende el
foco", etc., como producto
del encuentro de
soluciones. Verificación.
Murakami [1993] proposes a sequence of four stages of creativity:
 Formation of hypotheses.
The activity of an organization is preceded by the formalization of a hypothesis that guides it.
Said formalization was driven by factors of great weight, such as the sense of crisis in
management, an evident perception of certain problems, and a sense of mission or obligation to
society. It is a serious attempt to solve problems through a deep understanding of the specific
needs or difficulties of the business or its customers.

 Dissimilation.
No matter how well a hypothesis on which creative activities are based is constituted, they are
faced with environmental changes and situations that they did not foresee when formulating the
hypothesis. It is important that the staff responsible for the project have an attitude that allows
them to learn from their mistakes, look for a role model in a different field, accept criticism and
remain objective. As the project progresses, it should be exposed to the action or active
incorporation of diverse points of view, perspectives, and values. Dissimilation is the mechanism
of this incorporation/exposure.
 Creation of the concept.
A tenacious and sustained search for solutions to the problem is carried out using levels of
unconsciousness, in which inspiration arrives at any moment. The most important and
fundamental product of this creative moment is the concept.
 Empathy Chain.
Entrepreneurial creative activities should be

viewed as spreading outward from the
organization, in a secession from the individual
to the group level, to the corporate level, and
finally to the customer level. To achieve this
expansion in each of the transition stages, an
interpersonal empathy must be induced with the
activities and their results. The greater this
empathy, the wider the circle of creative
activities and the greater the value created for the
company and society.
PRODUCT 2
(BRIEFCASE)

 Describe how you would apply the PNI technique in your workplace or in a company
where you have worked.


MY LOCATION
In his book "Lateral Thinking", and in various presentations, Edward de Bono proposes the ideal
conditions for the application of the PNI creativity technique. He recommends that, before
making use of this technique, we adopt a relaxed posture that does not hinder creativity.
"Don't let what you can't do interfere with what you can do."
John R. Wooden.
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Coworkingfy. (October 27, 2021). NIBP | Learn to evaluate your options with this creativity
technique.https://coworkingfy.com/tecnica-pni/
LEARNING ACTIVITY 3

THEMATIC CONTENT:
23. ANALYSIS OF OBJECTIVES AND PURPOSES.
AIM:
Contrast the objectives and purposes that creativity brings to the student within marketing.

23. ANALYSIS OF OBJECTIVES AND PURPOSES.
Guilford (1996) describes the skills or elements of creativity

associated with each style. Based on various
studies, he proposes a list of abilities that are
present in creative people, the factors that characterize
creativity are:
 Fluency:fluency is an ability to generate ideas,

no matter how good or bad the ideas are. Value
judgments and prejudices do not enter into this
factor, a greater number of ideas must be produced.
Fluency seeks to give several options of ideas to
solve a given topic. According to Guilford there are different
types of fluency:
a) Ideational fluency: (quantitative production of ideas).

b) Association fluidity: (described to the establishment of relationships).
c) Fluency of expression: (easy in the construction of sentences).
 Flexibility:Flexibility implies learning to accept the ideas of others and handling changes
and transformations, rethinking and designs. Flexibility does not require having a single
correct response to a situation, but seeks more response possibilities, seeks to change the
optics and think about something different for which it was made. In addition, it is the
variety and diversity of the ideas produced, it is born from the ability to easily think from
one category to another, problems are approached from different angles. It also involves a
transformation, a change, a rethinking or an interpretation. Types of flexibility:
a) Spontaneous: (if the subject is able to vary the kind of response it gives).
b) Adaptation: (when the subject makes certain changes to be successful).
 Originality:originality is the relative rarity of the ideas produced, being an aptitude or

disposition to produce in an unusual way rare, remote, ingenious or novel answers.
Practical observations identify this quality as essential to all products that have originated
from creative processes. It should be remembered that creativity often has to be sought
not precisely in the what, but in the how.
 Redefinition:redefinition has to do with the operation of defining what we want, but here
we are not only talking about the problem, but also about the situation, about an idea or
object in general.
 Elaboration:The elaboration implies developing the ideas thought to creatively solve a

problem, related to an object, novel ideas or situations. It implies the requirement to
complete the impulse until its finished realization. It is the subject's ability to develop,
expand or embellish ideas.

 Sensitivity: Sensitivity denotes the capacity

that creative people have to discover Did you know?
differences, difficulties, failures or
imperfections, realizing what must be done. We are most creative when we are
tired. As absurd as it sounds, it is so,
 Viability:feasibility is the ability to produce and it has its explanation: if the brain
ideas and workable solutions in practice. There is tired, it is not able to focus on a
are many ideas that can be theoretically particular task, and it is difficult for
correct, but that are impossible and difficult to it to remember concepts clearly and
implement. connect ideas, which leads to creating
new connections already think
differently.
PRODUCT 3
(BRIEFCASE)
Makesa wall newspaper (electronic) with the aims and purposes of creativity.

Do not forget to put all your data on the cover of your work


MY LOCATION
Now you know that the goal of creativity is the ability to create new ideas with a specific
purpose. This type of personality can have different variants, since not everyone has the same
creative abilities, some may be more skilled in graphic shots, others in letters.
"There is no substitute for hard work."

Thomas Edison.
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Israeli University. (October 27, 2021). The
creativity.https://dspace.ucuenca.edu.ec/bitstream/123456789/2315/1/tps616.pdf
LEARNING ACTIVITY 4

THEMATIC CONTENT:
2.4. CONSIDERATION OF ALTERNATIVES AND POSSIBILITIES.

2.5. CONSIDERATION OF PRIORITIES.
AIM:
Classify the alternatives and priorities that creativity offers to the student in marketing.

2.4. CONSIDERATION OF ALTERNATIVES AND POSSIBILITIES.
The process is not as easy as most people assume.

Where do the alternatives come from? How do we get
them when we need them? It is necessary to stop to
look for alternatives. If you find yourself in a situation
where the next logical step is easy, you take this step,
you don't look for alternatives. And if the next logical
step is easy, he does that too.
In other words: it's hard to stop looking for alternatives

when we don't need them. It seems unnecessary; it is
considered a waste of time and a luxury. We associate the
search for alternatives with difficulties and problem solving.
Imperfection seems to be the only justification for the
search for alternatives.
The Japanese, with a different tradition from the West, are capable of looking for alternatives at
any time, without feeling obliged to show that there is imperfection. They can recognize that the
current way of acting is wonderful and yet start looking for another. When other possible ways
are found, they are compared with the existing ones and if it does not seem convenient to use
them, they are not used. It may be that the alternatives are given to us. Choosing which tie to
wear is looking at the tie rack and all I have to do is choose.
examples
In a restaurant, the alternatives offered are listed on the menu, but others can be generated, for
example, ordering two half portions of two different dishes or asking for the sauce to be put on the
side. Therefore, there are many more alternatives, as long as we make the effort to look for them. In
the case of an explorer who wants to light a fire and does not have matches, the alternatives are not
so clear (a lighter? Rub two sticks together? Concentrate the sun's rays?). It is necessary to review
personal experience and remember certain instructions. This is roughly the normal procedure when
looking for alternatives: we review our experience.
2.5. CONSIDERATION OF PRIORITIES.
It allows prioritizing and selecting factors, consequences, events, actions, decisions, situations,
etc., taking into account the importance of the options. To do this, the selection criteria must be
defined.

audiovisual support
consultation
To complement the development of this box, we invite you to watch the video carefully.
TEDX. (2018). Steven Johnson: where do good ideas come from? [Video File].
Youtubehttps://youtu.be/0af00UcTO-c
PRODUCT 4
(BRIEFCASE)
 raisesa hypothetical situation where you have to look for creative options.
 elaboratea synthesis of the video that was shared with you in this activity.



MY LOCATION
Now you understand that, as a general principle, it is convenient to know the existing
alternatives, although they rarely provide an original idea, before starting to develop new ones, it
does not make sense to look for a very strange way to do something when there is a good way to
do what is within reach if one makes the effort to find it. When the standard shapes are known, it
makes sense to look for more creative ones.
"If we did all the things we are capable of, we would be amazed." Thomas Edison.
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Thinkbing. (October 27, 2021). Creativity as a resource in the face of

challenges.https://blogthinkbig.com/creatividad-recurso-ante-los-desafios
LEARNING ACTIVITY 5
THEMATIC CONTENT:

2.6. POINTS OF VIEW OF THE PROCESS.

2.7. DECISION MAKING.
2.8. PLANNING THE CREATIVE PROCESS.
AIM:
Analyze the various points involved in the creative process, for decision making.

2.6. POINTS OF VIEW OF THE PROCESS.
This operation of thought has to do with other

people. It is always important not to be selfish, Did you know?
especially to have an open and understanding
attitude to solve problems. It is important to listen The valuation of creativity in organizations
to the other, because they will surely see also stands out at the salary level. In the
something that we have not contemplated. This United States, creative staff (primary
does not mean that we make the decision that responsibilities that include innovating,
others think we should. designing, and solving problems) earn on
average 50% more than other employees.
2.7. DECISION MAKING.
Decision making is a key factor in the training and evaluation of a manager. His choices result
from his administrative process and will be critical to the organization's results. Although there
are several key aspects involved in this, this article analyzes the role that creativity can play in
this process.
Is this capacity relevant in decision-making? If so, how can a capacity considered inconstant and
complex be implemented, fostered and managed? In the first place, fostering creativity motivates
people to get out of their security zone, from those procedures that are already established,
validated, and handled instinctively.
Assuming that the actions are final is one of the worst mistakes and risks for the organization,
leaving it exposed to any competitor offering something additional and ending up withdrawing it
from the market. Incorporating creativity in decision-making is an excellent alternative to seek
continuous improvement and eliminate everything that hinders the company. Additionally, this
search significantly contributes to making it ready for any adaptation required by the market.
Creativity should not only be fed internally by the organization, it is very valuable that the
external is also absorbed. That they listen to what is being talked about in the market, that they
take into account what the experts foresee, what new customers are asking for and/or what their
competitors could offer.
Being creative will motivate you to be

connected with the latest trends, to
know and learn about new tools and
techniques. This will generate that the
company is at the forefront and make its
decision-making a more efficient process.
An example is the case of the Peruvian
company Médica Innovation & Technology,
noted for being able to offer remote ultrasound

scans in areas that are difficult to access. They managed to identify the need of a market and
searched for new trends and better techniques that allowed them to offer an optimal solution.
ADVICE FOR ITS MANAGEMENT.
Given the favorable context for the inclusion of creativity in decision-making, it is pertinent to
take into consideration some points:
 Forming balanced multidisciplinary teams should not only include creative people, but
also those who know how to filter ideas with great potential and lead them to success.
 Generate a climate of stimulation that eliminates bureaucratic obstacles and reassess the
flexibility of schedules. These initiatives seek to ensure that staff feel motivated and know
how to maximize their productivity so that they participate with creative and valuable
contributions that lead to better decision-making. A classic example is the experiment
carried out in Gothenburg, Sweden, where the greater performance of a team from more
flexible work schedules was validated. Workers reported having more energy, there were
lower rates of absenteeism due to illness and capital costs due to greater efficiency in the
use of assets.
 It is recommended not to adopt financial incentive policies for the main creative staff,
since they tend to respond better to more demanding challenges, recognition of their work
and/or new learning. Another way to compensate them and encourage new creative
decisions is to keep a training budget in line with the expectations and size of the
company. Finally, the organization must always be oriented towards acquiring new
technology and market tools in such a way that its personnel maintain the incentive to
constantly learn and can produce more efficiently.
2.8. PLANNING THE CREATIVE PROCESS.
Once you have the idea clear and well detailed, it is time to plan its execution. It seems obvious,
but in order to create a speech that merges videos from today with videos from a year ago, it is
necessary to have written the script a year in advance.
In the same way, in order to make each take sing the same song, you must choose the song before
starting. And you'll probably have to shoot longer takes so you can fit the video with the music.
If you want to mention the place where you are at the time of viewing the video, you
either have to have it decided a year in advance (difficult) or you have
to make sure that it is mentioned in the video taken recently so that
you have time to decide.
You must also anticipate that, if you want to make it

coincide on a trip, the last shots and the montage of the
video must be done during the trip. That still forces
you to do part of the editing before leaving, leaving
only the end to finish. It is probably for this reason
that the last song is not sung (since montage without

having to match the music is faster idea for a trip). As you can see, everything has to be thought
out.
All those details that you have thought of in the previous stage must be able to be carried out
correctly. And for that you must plan. That is also why going into detail is essential. Only then
will you know exactly what you should plan.
PRODUCT 5
(BRIEFCASE)
Prepare a conceptual map on decision-making in the creative process.
Sends theproduct to your Portfolio to be evaluated by your advisor.


MY LOCATION
Now you know that decision making is a key factor in the training and evaluation of a manager.
His choices result from his administrative process and will be critical to the organization's results.
Although there are several key aspects involved in this, this article analyzes the role that
creativity can play in this process.
"Change your thoughts and you will change your world."

Norman Vincent Peale.
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connectionesan. (October 27, 2021). The effects of creativity on decision

making.https://www.esan.edu.pe/conexion/actualidad/2018/01/30/los-efectos-de-la-creatividad-
en-la-toma-de-decisiones/#:~:text=Categor% C3%ADas-,%20creativity%20motivates
%20%20%20people%20to%20get%20out of%20their,%C3%A9success%20a%20strategy%20of
%20difference%C3%B3n.
LEARNING ACTIVITY 6
THEMATIC CONTENT:
2.9. SUMMARY OF THE MANAGEMENT OF THOUGHT PATTERNS.

AIM:
Distinguish patterns within thought, for the creative process.

2.9. SUMMARY OF THE MANAGEMENT OF THOUGHT PATTERNS.

Children can be your own worst critics. This is particularly true for children with mental health
disorders, who can be very hard on themselves. They may get caught up in negative thought
patterns that contribute to depression, increase their anxiety, or make painful emotions feel
overwhelming.
These negative thought patterns are often unrealistic,

examples but they can have significant effects on our emotions,
behaviors, and the way we see the world. Mental health
For example, if your daughter was not
experts call these cognitive distortions: they are also
sometimes known as cognitive errors, thinking lapses,
invited to a birthday party, she might
or thinking errors.
decide that everyone who went to the
party hates her. If she forgets a line in “Some amount of cognitive distortion is normal,” says
a school play, she might insist that she Jeff DeRoche, LCSW, a clinical social worker at the
botched the whole performance. Child Mind Institute. “We all make thinking errors.
However, if such thoughts become chronic and ingrained, they are likely to influence a child's
emotional life. I've never seen someone who has a behavioral problem who doesn't make
cognitive errors on a fairly regular basis."
In cognitive behavioral therapy, or CBT, children are taught

to recognize common cognitive distortions that may be
causing them to feel bad. But whether or not your child is in
therapy, it can be helpful to recognize and identify them
when she sees them.
Scheme 5. Thought patterns.

Las guías para la solución creativa de problemas.

Buscan el desarrollo de la habilidad crítica y de la evolución del
pensamiento creativo, de tal forma que su uso sea eficaz y
productivo. Entre las guías para el fortalecimiento del pensamiento
critico y comportamiento creador se destacan las recientes guías para
desarrollo de las habilidades de pensamiento y la creatividad de la
Profesora M. A. Sánchez.
Formulación del problema y determinación de hechos.

Busca examinar mediante este paso de la manera más creativa,
profunda y sistemática, los diferentes hechos y circunstancias que
directa o indirectamente inciden en el problema.
Determinación de ideas.
En esta fase se establecerán de manera creativa todas las posibles
alternativas de solución y combinación de las soluciones.
Determinación de la solución.
Una vez estructuradas las ideas solución se realizará una
evaluación creativa, se adoptará la solución apropiada y se
someterá a las pruebas de resistencia al cambio.
PRODUCT 6

(BRIEFCASE)
Redactson a sheet of paper an anecdote where you involve the management of thought patterns.
Sent the product to your Portfolio to be evaluated by your advisor.


MY LOCATION
You've just learned that the best way to start thinking patterns is with your own cognitive
distortions, De Roche says. Once you've learned the different types, try to recognize them in your
own thought patterns.
"Your talents and skills will improve over time, but for that you have to start."
Martin Luther King.
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childmind. (October 27, 2021). How to change negative thought
patterns.https://childmind.org/en/article/how-to-change-negative-thought-patterns/

Unit 3
CREATIVE PROCESSES
LEARNING ACTIVITY 7
THEMATIC CONTENT:
3.1. ACTIVATION OF CREATIVE PROCESSES.
AIM:
Experience the activation of creative processes, through stimulation, which will help the
marketing professional.

3.1. ACTIVATION OF CREATIVE PROCESSES.
WHY IS IT IMPORTANT TO DEVELOP CREATIVITY AND INNOVATION IF

WE WANT TO BE ENTREPRENEURS?
Creativity can be applied to any area of life, including business. In fact, one of the main weapons
when facing the creation of a company are your own ideas, which can be differentiated from the
rest.
What do we gain from creativity and innovation?
Each one of us becomes protagonists in our life, company and environment (we contribute our
way of seeing and doing things).
 be creative: means having an open mind, breaking barriers, routines and brakes, (being
able to see things differently, and do them differently).
 Innovate:It allows you to grow personally and professionally (do new things, face new
challenges.).
Innovation is increasingly valued in the business world. Creativity is healthy (it helps oxygenate
the mind and relax).
Illustration 1.
Source: creative.

PRODUCT 7
(BRIEFCASE)
Write as many original similarities and differences as you can between:
1. A needle and a straw.

2. A woman and a lamp.
3. The child and the fire.


MY LOCATION
The extension of logic is achieved through the application of basic thought processes in
unconventional contexts and transformations are modifications of different types that introduce
changes in the way of conceiving concepts or problems. These changes may refer to the form,
content or structure of the situation raised.
"Use all your efforts, even when the odds are against you."
Arnold Palmer.
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University of Latin America (2019). Activation of creative processes. University of Latin
America. http://ual.dyndns.org/biblioteca/Desarrollo_Hab_Pensamiento/Pdf/Unidad_05.pdf
LEARNING ACTIVITY 8
THEMATIC CONTENT:
3.2. EXTENSION OF LOGIC.

AIM:
Stimulate the reaction of logic, through the understanding and relationship that it has with
creativity.

3.2. EXTENSION OF LOGIC.
The creative problem solving process can be divided into seven stages:
1. ID.Problem identification seems too obvious, but very few people know exactly what
kind of problem needs to be solved. A well-defined problem is already 50% solved.
Preparation. This must be direct and indirect. It is direct when we accumulate information
pertinent to the problem that must be solved. That is, when we only look for information
that contributes to a possible solution. Indirect preparation can eventually be unconscious
when the person is involved in solving a problem, and once all the pertinent information
at his disposal is exhausted, he begins to look for other possible information.
2. Incubation.According to some psychologists, the incubation process develops more on

the plane of the unconscious, or in that strip of the preconscious to which all the authors
resorted in the sense of trying to discover the creative process. It is necessary to rest. Then
work again. Even if nothing is discovered in the first hour, maybe afterward the solution
starts to emerge naturally. Conscious work seems better thanks to the interruption. The
strength and vigor of the mind were restored by rest. However, the incubation after the
conscious accumulation of direct and indirect data is a relation of the human mind against
the distressing pressure. The mind, in the plane of the unconscious, begins to work
practically alone. That anguish, the need to release energy, it can often take the form of
manual labor. For a large number of executives, incubation seems to be achieved through
the intense practice of a sport.
3. Heating.Returning to the problem, with the sensation of a close solution, constitutes a

clearly different stage of the creative process: It is the warm-up. It can be unconscious
when, through sentences, the mind lights up and returns to the problem with less and less
frequency: the ideas cross the conscious-unconscious barrier in a disordered way at first,
but later leading to the solution through successive approximations.
4. Lightning.When then the idea emerges. In many cases; really, in almost all; It is the end
of that strong anguish that the individual had been feeling. Although it appears suddenly,
apparently without physical effort or great mental effort, in truth, enlightenment is the
result of quite laborious periods of preparation, often also warming up.
5. Elaboration.Ideas, previously abstract, are organized and through the construction of a
theory, the formulation of a plan, or structuring an equation, we begin to associate it with
unknown data of reality, in order to “make the unknown familiar. It is in the production
process where we determine with greater precision the difference between the passionate
and the professional, between the one who knows what he is doing and the one who gets
it right from time to time. In the sense of the search for professionalism, the preparation
stage is as important as the preparation stage.
6. Check.There is a time interval that can vary from a few seconds to several years, between
the illumination, the elaboration of the idea and its verification. The increase in
technological resources has drastically shortened the interval between the discovery and
application of an idea.
Scheme 6. Relations between intension and extension

Árbol frutal
Árbol Árbol frutal
de guayaba

PRODUCT 8
(BRIEFCASE)
In accordance with scheme 6 that was presented to you, elaborate an example of relations
between intension and extension.

MY LOCATION
The extension of the field consists of the expansion of conventional thinking beyond the expected
limits and is achieved through two techniques: the extension of logic or the generation of
transformations.
"The wonderful thing about learning something is that no one can take it away from us."
B.B. King.
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Casilla 6

LEARNING ACTIVITY 9

THEMATIC CONTENT:
3.3. THOUGHT-ACTIVATING IDEAS THAT GENERATE DISCONTINUITIES.

3.4. CHALLENGE OF IDEAS AND CONCEPTS.
AIM:
Analyze the various techniques that have been proposed to improve creativity in humans.

3.3. THOUGHT-ACTIVATING IDEAS THAT GENERATE

DISCONTINUITIES.
In a Braintorm, any idea, no matter how absurd, nonsensical or incomplete it may seem, should
be noted shamelessly. "Bold ideas," says Goethe, "are like chess pieces offered by the player;
they may be sacrificed, but they may be the key to victory in the remaining moves."
To freely get those ideas, you can use the following techniques.
1. Brainstorm or brainstorming.The main feature of brainstorming is the complete absence

of criticism and deferred judgment. All ideas that come up are accepted, whatever they
are, but they are never judged at the same time.
2. brainstorming.In reverse it would be a Braintorm, on the contrary, where a session is

held in which only the defects of a certain product, idea or service are sought. In the same
way that in the other session criticism of the solutions that arise is prohibited, in this one
the defense against the indicated defects is prohibited.
3. Synectics.Association of apparently irrelevant ideas; While in brainstorming and reverse

brainstorming, the search is for quantity, in synectics the goal is to find quality. This is the
difference.
4. Individual brainstorming.A single individual can form a brainstorming group, having

himself as the only member.
5. creative centers. There are certain places that suddenly begin to become centers that
irradiate ideas, of very great innovations. A creative group that is self-stimulating and
self-propelled ends up becoming something highly positive, that is when new, unique and
original ideas actually lead to development.
TRAINING TO DEVELOP CREATIVITY.
There are courses that are proposed to develop:
1. An attitude of self-confidence in the ability to be deliberately creative.
2. A strong motivation for everyone to use their creative potential.

3. An open mind to other people's ideas.
4. Greater curiosity, awareness of what's exciting about life's challenges.
5. An awareness of the vital importance of creative effort, in business, the arts, professional,
scientific and technical goals, as well as in personal life.
6. An increased sensitivity to the problems that surround him, an attitude of constructive

discontent in front of the situations as they occur in life (that is, a desire to constantly
improve everything that is done).

7. An increase in the skills associated with creativity, such as the ability to produce original
and good quality ideas for solving problems.
Scheme 7. Types of ideas.
Source: ideas.

3.4.CHALLENGE OF IDEAS AND CONCEPTS.
Why is it important to have ideas?
First, because ideas are the wheels of progress. The ability

to generate ideas is critical to success. Second, because
computers are doing much of the work, freeing up humans
to do creative work that those systems can't do. Third,
because the "Information Age" demands a constant flow of
new ideas to reach its potential.
The real value of information, in addition to helping to better understand things, occurs when it is
combined with other information to form new ideas, ideas that solve problems, that help people,
that save things, that make things better, cheaper and more useful, ideas that illuminate and give
strength, that inspire, enrich and stimulate. There has never been a time in history when ideas
were so necessary and valuable as now.
Four-phase process for producing ideas:
1. The mind has to gather “the raw materials”, information about things, people, products,
situations.
2. The mind has to "chew" this raw material.
3. Now ponder the problem in your mind in as much detail as possible.
4. It is then that an idea will appear. Take that idea into the real world and see how it works.
How to have ideas?
There are several ways of thinking:
 Think visually.
 Think laterally.
 Do not put limits where there are none.
 Set some limits.
Be a child.
Children break the rules, they paint oranges purple or the grass blue, but most
of all, they ask again and again. You have to imitate children, ask yourself
questions, if there is no meaningful answer, maybe there are possibilities for
improvement.

Be brave: courage and curiosity, it has already been said, are the two qualities of creative people,
but why do some have curiosity and courage and others not? How can you be braver? An idea is
a delicate thing, it can be killed by a wry smile or a yawn, a harsh criticism or a frown. Fear of
rejection shuts down the idea factory. To have courage it can help you to remember these five
recommendations:
 Everyone is afraid.
 There are no bad ideas.
 You can always have another idea: probably better
 No one is ever criticized for having too many ideas.
 It is worth having an idea.
Be curious.
Curiosity is the need to know, the more elements you have, the more ideas you will have. That's
why you have to force yourself to be curious about everything, because you have to remember
that an idea is a new combination of old elements.
Set goals.
It is very important to set the goal that you want to achieve and think that what can be done, -if
you want to get ideas- you have to imagine that it has been achieved, visualize the way in which
it was achieved and visualize many other ways in which it could be done. have achieved, now
imagine that you have already achieved it, imagine that you have been congratulated, they have
thanked you, they have rewarded you. If you fix your mind on your goals (how to get ideas, for
example), your mind will figure out a way to get them.
Learn to combine.
If a new idea consists of combining old elements, the person who knows how to combine can
generate more ideas, because they look for analogies, break the rules, play games, wonder what
would happen if? what would happen if? Seek help in other disciplinary fields, get ideas by
combining things that were never combined.
Find the idea.
When you have an idea, there are many pressures not to carry it out, but you have to stick with it.
The creative process consists of seeing if an idea works or not, based on facts or experience. You
never know if you are successful until you fail, that is, many times you do not know if an idea is
good until there are other ideas to compare with it. Since ideas are often not applicable in the real
world, it is best to have many.
Define the problem.
As all problems have a solution, the problem must be

defined correctly. What is required is to ask the right

question to discover the answer, the more questions you ask, the more answers you will have,
different answers, different solutions.
Gather the information.
Before generating ideas about a topic, you have to gather as much information about it. You have
to ask yourself again and again, even if it is difficult to obtain information on the subject, you
should not leave it. You should delve into the subject, read books and magazine articles, consult
an encyclopedia, the Internet, related topics. I know how a child asks over and over again, asks
why? and why not?
Forget everything.
There is a moment when you have to stop, experience shows that when difficulties arise in
solving a problem or in achieving an idea, abandoning the subject is essential. When you work on
a project or idea and you can't find a solution... you have to forget it and think about something
else. Be careful, this does not mean that the subject is forgotten and there is a relaxation, but
rather that the subject is forgotten for a moment and work on something else. It is not about
resting the brain, because it is not a muscle that gets tired.
implant the idea.
It is common to say: "What a great idea!", but then nobody thinks of that idea, nor does it apply.
If an idea is not implanted, it is useless, the reality is that there is no difference between having an
idea and not doing anything with it, and not having any idea.
PRODUCT 9
(BRIEFCASE)
 Invent a hypothetical situation where you put your creativity to the test, with the
following guide.
1) Explore the problem or situation and analyze its characteristics. Ask, for example, what
objectives it meets, what factors intervene in its operation, how it operates, if it is useful, if it
is functional and how it should be.
2) Select an idea or object to challenge him.
3) Answer the question why is the idea or concept like this?
4) Answer the questions: could the idea or concept be different? What options have to be
generated for a different way of looking at this issue?



MY LOCATION
This revised technique consists of analyzing an idea or concept to determine if there are other
ways to consider it or if it is possible to find other options to solve said situation. This technique
activates thought and helps generate ideas outside of the conventional.
“Quality is not an act, but a habit”.

Aristotle.
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Casilla 6


Unit 4
DEVELOPMENT OF
INVENTIVENESS
LEARNING ACTIVITY 10
THEMATIC CONTENT:
4.1. WHAT IS INVENTION?

4.2. ANALYSIS OF INVENTIONS.
AIM:
Use inventive strategies within marketing, which will help the future professional.

4.1. WHAT IS INVENTION?

Suppose you want to improve the design of an existing object. What procedures should you
follow?
 Analyze available or existing objects to see what they are like.

 Evaluate existing objects to determine their advantages and disadvantages.
Why do we carry out these processes?
 Analysis to better understand the object.

 The evaluation to identify the improvable aspects of the object.
What do we do after identifying the aspects that can be improved?
 Generate ideas to produce changes.

 Introduce the necessary changes, that is, design the elements required to incorporate the
changes.
What should we do to look for ideas, to produce changes or improvements?
 Apply thought activation techniques to search for original ideas. Very good. And what do
we do if we want to invent something new?
 We start from scratch. We started generating ideas.
 We apply mind activation techniques.
What are the steps to generate changes in existing designs or to invent something new?
Scheme 8. Steps for a new design.
Source: creativity workshop.

4.2. ANALYSIS OF INVENTIONS.

The analysis is a stage of the general strategy that allows to

design something new or introduce changes in the invention of
an existing object. The steps of the strategies are the following:
evaluation, generation of ideas and design.
Types of analysis:
1. Parts analysis.
2. Material analysis.
3. Function analysis.
4. Relationship analysis.
5. Operations analysis.
6. Analysis of qualities.
7. Structure analysis.
Which of these types would be

appropriate for analyzing an invention?
 It depends on the purpose of the analysis and the type of invention.
What is the purpose of the analysis of an invention?
 Know the elements that make up the invention.

 Know the operations that can be performed with the invention.
 Know the relationships of the invention with other inventions and also the relationships
between the parts of the invention.
What would be the general purpose of the analysis? What question is it trying to answer?
 It is about answering how the invention is. The question is equivalent to the problem we
are trying to solve, in this case it is to answer the question.
How was the invention designed?
 Let's consider a concrete example, for example, a pair of glasses.
What is the objective of the analysis?

 Know the parts, forms, functions, structure, and operations of the invention, in this case of
glasses. Function or purpose is a very important feature of any invention. Each invention
is supposed to have a specific purpose or function.
Illustration 2. Great inventions of humanity.
Fountain: SAYS Salamanca.
PRODUCT 10
(BRIEFCASE)
Make an Infographic of the analysis of inventions.
Sends theproduct to your Portfolio to be evaluated by your advisor.


MY LOCATION
Creativity and inventiveness is a mental process, which must be developed and given the ideal
conditions, such as information related to the design to be created; that can be obtained from
personal experiences or from other people; libraries, the internet, visits to museums, congresses,
seminars.
"Don't let what you can't do interfere with what you can do." John R. Wooden.
Casilla 7
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Casilla 5
Casilla 6

Autonomous University of Nuevo Leon. (October 27, 2021). INVENTIONS OF A CONCRETE
OBJECT.https://faniiegro.wixsite.com/tallerdecreatividad/blank-27

THEMATIC CONTENT:
4.3. EVALUATION OF SPECIFIC INVENTIONS.

4.4. HOW TO IMPROVE SPECIFIC INVENTIONS.
AIM:
Analyze the guidelines for creating or working on inventions, supported by creativity.

4.3. EVALUATION OF SPECIFIC INVENTIONS.
Evaluation is very important in the design

process. It is done in two moments; the first, in Concepts and definitions
the diagnosis stage, allows guiding the decision
about the need to improve an invention or Evaluation is a process aimed at identifying
design something new; the second, after discrepancies between the characteristics of
introducing the improvements with the purpose an object or situation and certain previously
of verifying if the introduced changes satisfy defined criteria, with the purpose of issuing
the detected need. The evaluation process value judgments about said object or situation
consists of: identifying discrepancies and and identifying its aspects that can be
making value judgments about the improved.
characteristics of an object or situation. The
types of evaluation are the following: internal evaluation and external evaluation.
What is the internal evaluation?
 It consists of comparing the characteristics of an object or situation with certain internal

criteria. Information obtained through internal evaluation.
 It is determined if the object fulfills the function for which it was designed.
 It is about verifying if it meets the quality criteria established to design it.
What is the external evaluation?
 In comparing two objects or situations by using external criteria. The information

obtained through external evaluation makes it possible to detect the advantages and
disadvantages between two or more inventions.
 Describe the desired situation, describe the observed situation, compare, identify
discrepancies and make value judgments.
4.4. HOW TO IMPROVE SPECIFIC INVENTIONS.
WHAT IS NEEDED TO COMPARE THE DESIRED SITUATION AND THE

OBSERVED SITUATION?
 Define evaluation criteria.

Steps followed to carry out an external evaluation. To carry out an external evaluation, the
evaluation variables or criteria are defined, the two objects or situations are compared with
respect to the defined criteria and value judgments are issued. As we can see, in both cases it is
necessary to define evaluation criteria. This is a very important point that must be addressed
before evaluating inventions, criteria for evaluating an invention.
Strategy to evaluate inventions, now that we have

delimited some concepts of interest about the evaluation, examples
we will apply a strategy to evaluate any design in a
systematic way. Evaluating is a very important activity For example, in the case of shoes
that we carry out for various purposes. we evaluate them in order to
decide which ones to buy.
The improvement strategy consists of two parts: the
internal evaluation and the external evaluation.
Table 5. Procedures for conducting an evaluation.
Procedure to carry out the internal evaluation

 Identify the invention to be evaluated
 Select internal criteria
 Describe and list the features
 Identify discrepancies or gaps
 Issue value judgments
Procedure for carrying out the external evaluation

 Select the invention to evaluate.
 Select the general criteria.
 Describe current features.
 Compare the features.
 Issue value judgments.
Fountain:inventive development.
What aspect does this criterion refer to?
 To the variables durability, appearance, comfort, cost and ease of use. Variables: are
general evaluation criteria.
Example:
For example, a feather.
What other specific evaluation criteria would you add?

 You must make clear strokes, you must not spill ink.
 It should produce good results.
What aspect does this criterion refer to?
 To the product. It refers to the quality of the product or results. Let's add these two criteria
in the list.
What do you think of the danger?
Sports shoes must offer safety to walk, the sole must be non-slip, because a fall causes physical
damage. So the results are not so important, but the danger is, it is a pertinent criterion. In our
case, to define the criteria we start with a concrete example and then we mention the specific
evaluation criteria.
Scheme 8. Strategy to define general and specific evaluation criteria.
1. Elaborar una lista de variables o factores que permitan describir el conjunto

de características deseables en el diseño. Estas variables constituyen los
criterios generales.
2.Identificar una o más características del diseño correspondientes a cada

variable, piense en las deseables para el diseño que se está considerando. Estas
características constituyen los criterios específicos.
3.Verificar la pertinencia de los criterios de acuerdo con su importancia,

uso, necesidad, etc.. En este caso, si se desea, los criterios pueden
validarse con casos concretos.
Source: Own elaboration, with information from the website.
Scheme 9. Phases.

Fase de generación:
En esta fase aplicamos todos los Fase de organización.
proceso de estimulo a la creatividad,
En esta aplicamos los procesos de
tratando de estimular la búsqueda de
expansión y contracción de ideas para
ideas orientadas en las áreas de
planificar y decidir.
oportunidades para el
perfeccionamiento y la solución.
PRODUCT 11
(BRIEFCASE)

Make a concept map about concrete inventions.


MY LOCATION
Inventions can be based on previous ideas or already existing objects. However, the invention
process may include modifications or innovations that result in something unprecedented. When
the creation arises from the inventiveness of the person and without specific background, the
invention is a great contribution to human knowledge.
"The man well prepared for the fight has achieved half a victory."
Miguel de Cervantes.
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Casilla 2 Casilla 9
Casilla 5
Casilla 6

OBJECT. https://faniiegro.wixsite.com/tallerdecreatividad/blank-27

THEMATIC CONTENT:
4.5. CREATION OF AN INVENTION.

4.6. CREATION OF AN ABSTRACT INVENTION.
AIM:
Outline with the help of the theories analyzed to develop creativity, a product or project that can
go on the market.

4.5. CREATION OF AN INVENTION.
Invention of a concrete object. The inventions most of the time can be improved, being these so
different from the original object, which can be considered as new inventions of these.
IMPROVEMENT AND INVENTION OF ABSTRACT CONSTRUCTS.
Abstract inventions: laws, theories, rules, principles, procedures, stories, constitute abstract
objects.
Patent system in Mexico.
Definition of patent: in the Mexican regulatory system, we find that the Industrial Property Law
(LPI.) omits to define patent, however, of the interpretation of article 28 of the magna carta in
relation to articles 9, 10 and 23 of the LPI, we can define the patent, as the temporary privilege
that the Mexican State grants to one or several inventors, through which the exclusive
exploitation of their invention is guaranteed for a period not exceeding twenty years,
while the title issued by the Mexican Institute of Industrial Property (IMPI), is a public
documentary that proves that the privilege was granted by the Mexican state, that is, it is the
documentary that proves that the privilege was indeed granted. constituted in favor of a specific
person or group of persons, this is inert to the text of Articles 59 of the LPI and Article 46 of the
Regulation of the LPI.
Object of the patent.
The object of patent protection are inventions, these are defined by article 15 of the LPI as "any
human creation that allows the transformation of matter or energy that exists in nature, for its use
by man and satisfy his needs concrete.
However, for inventions to be patentable, products or processes must meet three requirements
established in article 16 of the LPI:
a) Let it be new:new should be understood as "everything that is not in the state of the art".
b) Result of an inventive step:section III of article 12 of the LPI defines it as the “creative
process whose results are not deduced from the state of the art in an obvious way for a
technician in the matter”.
c) Susceptible to industrial application: refers to the possibility that an invention can be
produced or used in any branch of economic activity (Art.12 section IV, LPI).
What cannot be patented.
The Industrial Property Law also contemplates restrictions that are grouped into two sections.
I. The first restriction that we find in the LPI (Art. 16) consists of the express prohibition
that prevents the patenting of:
II. The essentially biological processes for the production, reproduction and propagation of
plants and animals;
III. Biological and genetic material as found in nature

IV. animal races

V. The human body and the living parts that compose it, and
VI. Vegetable varieties.
The second restriction is that Article 19 LPI classifies them as non-inventions and therefore they
are not patentable.
Personal items.
The subject of patent protection is the inventor, who according to the interpretation of articles 13
and 15 of the LPI can only be natural persons. However, legal persons can obtain the rights of
exclusive use and exploitation, and these will be called assignees.
The obligations of the holders of the economic rights of patents consist of: a) exploiting the
invention (Art. 70 LPI), b) using the legal legends that indicate that it is a patented invention (Art.
26, 229 LPI) , c) pay the annuities in a timely manner so that the right remains in force (Art. 80
section II), d) tolerate the use of his invention in the cases indicated by article 22 of the LPI.
State that keeps the patent system.
In order to assess the current state of the patent system in Mexico, it is important to establish
reference points. The first is the mandate contained in article 2 of the LPI, which establishes that
Objectives of the Mexican Institute of Industrial Property, among others, consist of:
I. Establish the bases so that, in the industrial and commercial activities of the country, a
permanent system of improvement of its processes and products takes place.
II. Promote and foster inventive activity for industrial application, technical improvements
and the dissemination of technological knowledge within the productive sectors.

III. Promote and promote the improvement of the

quality of goods and services in industry and Did you know?
commerce, in accordance with the interests of
consumers. Only inventions can be patented,
IV. Encourage creativity for the design and consequently, only products or
presentation of new and useful products. processes that effectively transform
V. Protect industrial property by regulating and matter and energy and also meet the
granting invention patents. requirements of novelty, inventive
activity and industrial application, can
4.6. CREATION OF AN ABSTRACT generate patent rights.
INVENTION.
Many of the existing inventions (such as rules, principles, laws, theories, methods, procedures,
stories, literary works) are abstract objects. Each of these can be considered as a design and
receive the same treatment as specific inventions.
In both cases we start from an invention, in the first case we want to improve it and in the second
case, when it is not possible to change it to satisfy what we want to achieve, we create a need, to
specify the type of need we must resort to the evaluation process. . This is the process that allows
us to enunciate this value judgment regarding the two approaches that we have before us. The
evaluation of inventions is based on a comparison between the invention and one of the following
alternatives:
 Internal evaluation.
 External evaluation.
Scheme 10. Alternatives.
Evaluación interna: sirve para

determinar si el invento cumple la
función para la cual se diseñó o si
satisface los estandares de calidad
establecidos.
Evaluación externa: sirve para

detectar las ventajas y desventajas
del invento evaluados respecto a
otro invento de referencia
So
urce: Own elaboration, with information from the evaluation of inventions.
Bibliographic material
consultation

In the following link you can find the complete file of the Federal Law for the Protection of
Industrial Property, here you can review the most relevant articles that were addressed in the
box.
Chamber of Deputies of the H. Congress of the Union. (2020). Federal Law for the Protection of
Industrial Property [PDF File]http://www.diputados.gob.mx/LeyesBiblio/pdf/LFPPI_010720.pdf
PRODUCT 12
(BRIEFCASE)
 Make a list of the characteristics for the creation of an invention.
 If you had the opportunity to create an invention, what would it be? Briefly describe it and
present an illustration of it.


MY LOCATION
Innovation is the fact of making a creative idea part of the market, to be offered to potential
customers as a product for which they will pay a price; that is to say, starting from the creative
idea, he turns the invention into a business.
“The most effective way to do it is to do it”

Amelia Earhat.
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Casilla 2 Casilla 9
Congratulations, you
have now completed
your course.
Casilla 5
Casilla 6

OBJECT. https://faniiegro.wixsite.com/tallerdecreatividad/blank-27
CLOSURE OF THE SUBJECT

SELF APPRAISAL
To close the subject, I am going to ask you to carry out the following self-assessment process, it
is very simple.
Instructions:You have to evaluate on a scale from 1 to 10, your attitudes towards the topics
developed in the entire subject, placing an X in the number that you consider corresponds to your
attitude. After you have marked the six categories you must attach it to your portfolio.
10
9
8
7
6
5
4
3
2
1
0
Did I follow the Did I follow the According to your I feel motivated Did you consult What I learned Is
recommendations for general performance and and enthusiastic with your it interesting and
the study of my recommendations for commitment in for my next dictionary or important for my
subject? my readings? your activities, what topics. with the web profession?
grade would you search engine,
assign yourself? the words that
you did not
know?
Note:
1.- You cannot alter this format.

2.- You can print this sheet, fill it in, then scan it and finally send it to your portfolio.
BIBLIOGRAPHIES AND GENERAL SOURCES.
Childmind. (October 27, 2021). How to change negative thought
patterns.https://childmind.org/en/article/how-to-change-negative-thought-patterns/

connectionesan. (October 27, 2021). The effects of creativity on decision

making.https://www.esan.edu.pe/conexion/actualidad/2018/01/30/los-efectos-de-la-creatividad-
en-la-toma-de-decisiones/#:~:text=Categor% C3%ADas-,%20creativity%20motivates
%20%20%20people%20to%20get%20out of%20their,%C3%A9success%20a%20strategy%20of
%20difference%C3%B3n.
Coworkingfy. (October 27, 2021). NIBP | Learn to evaluate your options with this creativity
technique.https://coworkingfy.com/tecnica-pni/
UNAM Institutional Repository. (October 27, 2021). The

creativity.https://programas.cuaed.unam.mx/repositorio/moodle/pluginfile.php/166/
mod_resource/content/1/la-creatividad/index.htm
Thinkbing. (October 27, 2021). Creativity as a resource in the face of

challenges.https://blogthinkbig.com/creatividad-recurso-ante-los-desafios
Autonomous University of Nuevo Leon. (October 27, 2021). INVENTIONS OF A
CONCRETE OBJECT. https://faniiegro.wixsite.com/tallerdecreatividad/blank-27

Israeli University. (October 27, 2021). What characteristics do creative people

share?https://uisrael.edu.ec/caracteristicas-comparten-las-personas-creativas/

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Translated from Spanish to English - www.onlinedoctranslator.

Dr. Enrique Javier Navarro Flores

Dr. Luis Jimenez Zuniga

THEMATIC CONTENT AND LEARNING ACTIVITIES

1.1. What is creativity? 27

Learning activity 11. 89

Hello, my name is Adriana, and I will accompany you

CREATIVE MARKETING WORKSHOP 9

PEDAGOGICAL ELEMENTS TO SUPPORT LEARNING.

Did you know? Concepts and definitions

MAPPA (PERSONALIZED LEARNING MODEL OF YOUR

CREATIVE MARKETING WORKSHOP 11

YOUR EDUCATIONAL ROUTE OF

LMK001 OBLIGATORIA LMK002 OBLIGATORIA LMK003 OBLIGATORIA LMK004 OBLIGATORIA

LMK005 OBLIGATORIA LMK006 OBLIGATORIA LMK007 OBLIGATORIA LMK008 OBLIGATORIA

LMK009 OBLIGATORIA LMK010 OBLIGATORIA LMK011 LM K006 OBLIGATORIA OPTATIVA

3 METODOLOGÍA DE LA PLANEACIÓN DIDÁCTICA

LMK012 OBLIGATORIA LMK013 OBLIGATORIA LMK014 OBLIGATORIA LMK015 OBLIGATORIA

4 INFOTECNOLOGÍA E ESTRATEGIAS DE ENSEÑANZA

LMK016 LM K011 OBLIGATORIA OPTATIVA LMK017 OBLIGATORIA LMK018 OBLIGATORIA

LMK019 LM K009 OBLIGATORIA LMK020 OBLIGATORIA LMK021 LM K016 OBLIGATORIA OPTATIVA

LMK022 OBLIGATORIA LMK023 OBLIGATORIA LMK024 OBLIGATORIA LMK025 OBLIGATORIA

7 METODOLOGÍA DE LA COMPORTAMIENTO DEL PLANEACIÓN ESTRATÉGICA Y PRONÓSTICO PARA LA TOMA DE

LMK026 OBLIGATORIA OPTATIVA OPTATIVA LMK027 OBLIGATORIA

LMK028 OBLIGATORIA LMK029 OBLIGATORIA LMK030 OBLIGATORIA LMK031 OBLIGATORIA

OPTATIVA OPTATIVA OPTATIVA LMK032 LM K027 OBLIGATORIA

ÁREAS TOTAL DEL PLAN DE

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OPTIONAL NAME CLUE TRAINING AREA

CREATIVE MARKETING WORKSHOP LMKO06

PACKAGING AND PACKAGING WORKSHOP LMKO07

GENERAL OBJECTIVE OF THE SUBJECT.

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Unit name and topics

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UNIT 1: INTRODUCTION TO CREATIVITY.

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THEMATIC MAP OF THE SUBJECT"CREATIVE MARKETING

When you reach your

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NOMENCLATURE OF THE THEMATIC MAP

The thematic MAPPA of the subject is a practical and simple

In your thematic MAPPA you will find the following elements:

The colors that mean

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Advance Indicates the number of exercises approved.

Indicate in which box you are located.

- What is creativity for you?

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Indicators Excellent very advanced Satisfying Essential Scarce

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He does not present

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STUDY RECOMMENDATIONS FOR THE SUBJECT.

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Investigate:Don't settle for what you know, broaden your knowledge.

GENERAL RECOMMENDATIONS FOR YOUR READINGS:

 Focus on your reading.

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CREATIVE MARKETING WORKSHOP

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