Posted: April 24th, 2025

Power point project

1. Watch the videos below on flow: 

• LinkedIn Learning: What is Flow? This video describes flow, its history, and how to understand what flow may look like in your life. >>> https://www.linkedin.com/learning-login/shareaccount=57690305&forceAccount=false&redirect=https%3A%2F%2Fwww.linkedin.com%2Flearning%2Ffinding-flow-in-hybrid-work%2Fwhat-is-flow%3Ftrk%3Dshare_video_url%26shareId%3DXcBNKEtZR1%252BaxZD8CzMepA%253D%253D

• LinkedIn Learning: Focus and Flow. This video describes the process of flow and how to practice flow in your life. 

https://www.linkedin.com/learning-login/share?account=57690305&forceAccount=false&redirect=https%3A%2F%2Fwww.linkedin.com%2Flearning%2Fextreme-focus-for-effective-performance%2Ffocus-and-flow%3Ftrk%3Dshare_video_url%26shareId%3DI93RxjmQTomDGZy%252BBvM2yw%253D%253D

2. Download the PowerPoint template. Use the template to provide your project answers.

• 1.4 FLOW PROJECT TEMPLATE563 KB

3. Think about things you like to do or an activity you get lost in. For example, playing video games, reading, or creating. Provide an example of a time when you have experienced flow.  Your answer should be at least 5-7 sentences and include specific details.

4. Using the example you gave on slide 3, how do you know that you experienced flow? Identify 3 of the flow characteristics discussed in the Week 1 Textbook on page 12 to support your answer. Your answer should be at least 3-5 sentences per flow characteristic and include specific details. 

5. Why is flow important for the learning process? Use information from the Week 1 Textbook ( attached below)  to support your answer. Your answer should be at least 5-7 sentences and include specific details.

6. Create a visual representation of your flow experiences within the PowerPoint template. Follow the instructions on slide 6 in the template to create this flow model.

7. Upload the PowerPoint file using the Completion box below.

FLOW
Student Name:
Student ID Number:

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Slide Formatting Instructions
Flow
2

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2

The project slides should be organized, and text should be easy to read.

The project images should be clear and should not overlap text or other images.

z

Think about things you like to do or an activity you get lost in. For example, playing video games, reading, or creating. Provide an example of a time when you have experienced flow.
Your answer should be at least 5-7 sentences and written in your own words.
When answering, provide explanations and specific details that support your thoughts.

3
Flow

4

Using the example, you gave on slide 3, how do you know that you experienced flow? Identify 3 of the flow characteristics discussed in the Week 1 Textbook on page 12 to support your answer.
Your answers should be at least 3-5 sentences per characteristic and written in your own words.
When answering, provide explanations and specific details that support your thoughts.

z

Why is flow important for the learning process? Use information from the Week 1 Textbook to support your answer. 
Your answer should be at least 5-7 sentences, written in your own words.
When answering, provide explanations and specific details that support your thoughts.

5
Flow

Flow Model Instructions
In the following slide, you will create a flow model by adding images and text to reflect the emotional states created when practicing with different challenge and skill levels.
Identify the emotional state you are likely to experience when the challenge level is high, and your skill level is low. Type the emotion in the text box. Insert 2 images that represent activities that lead to this emotional state.
Identify the emotional state you are likely to experience in a state of flow. Type the emotion in the text box. Insert 2 images that represent the types of activities that lead you to experience flow.
Identify the emotional state you are likely to experience when the challenge level is low, and your skill level is high. Type the emotion in the text box. Insert 2 images that represent activities that lead to this emotional state.

Flow
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Low
High
Low
High
Insert emotion here
Insert emotion here
Insert emotion here

image3

image2

image8

image9

The
Importance of
Learning

Be
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The ImporTance of LearnIng

WHY IS LEARNING IMPORTANT?
Learning is the foundation of your success in the entertainment industry.
Your ability to learn new hardware and software, recall practices and
techniques, and analyze and apply industry trends and advancements can
determine the longevity and overall impact of your career.

Your brain’s capability to absorb, store, and process information will be
the way you achieve all of the above. Learning is a continuous process
as every day presents new information, updates, and events that shift the
boundaries of the entertainment industry.

Lifelong learning is integral to your success. Knowing more about your
brain’s approach to learning allows you to engage in the learning process
in a way that works best for you.

Learning Importance

3

Research shows that continuous learning has many benefits. Here are six
reasons why learning is important:
1. Learning helps your brain stay healthy.
2. Learning helps you find meaning and fulfillment.
3. Learning allows you to gain access to different opportunities.
4. Learning is essential to personal growth and helps you achieve your goals.
5. Learning supports your well-being and builds self-confidence.
6. Learning helps spark new ideas and drives innovation.

As you can see, embracing lifelong learning is vital for student success and
achieving goals. One way to begin shifting our perspective on learning is to
become aware of how we learn. With this self-awareness, we can strive to
discover methods that suit how we learn best.

4

The brain is a mass of nervous tissue that converts sensory information
(sight, sound, smell, touch, taste, and balance) into stored information
using cells called neurons. There are approximately 80 billion neurons
within the brain, and they communicate via specialized chemicals called
neurotransmitters (Medina, 2014).

Learning changes and strengthens the connections in the brain, while
inactivity can lead to connections being pruned or eliminated. When you
recall a memory, it is not stored in a single neuron, but as a connection
through a web of neurons. The connections between neurons need to
be activated multiple times to become stronger. You need to practice
information repeatedly to form pathways between your neurons. This week
we will dive deeper into the role the brain plays in our learning.

LEARNING & THE BRAIN

“Do one thing at a time.
The brain is a sequential
processor, unable to
pay attention to two
things at the same
time. Businesses praise
multitasking, but research
clearly shows that it
reduces productivity and
increases mistakes”
(Medina, 2014, p. 120).

THE LEARNING PROCESS

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HOW DO WE LEARN?
On your journey to gaining new skills, it’s important to be aware of
how you learn. Learning is the process of gaining knowledge through
experience, study, or instruction (being taught). When introduced to new
information, the learning process has 3 steps: attention, memory storage,
and retrieval (Diamond, 2015).

The first step in the learning process is attention.
This means we must pay attention to what we are
trying to learn. Since the average person can only
focus on one complex task at a time, we must be
willing to focus our attention on the task we are
trying to learn.

1. ATTENTION

THE LEARNING PROCESS

How Do We Learn?

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2. MEMORY STORAGE
The next step is storing this new information in our memory. We have three
levels of memory storage that the information must go through before our
brains can hold onto it. The three levels are:

When we first see or hear new information, it moves into the sensory
memory, which only holds information for a few seconds. If we are paying
attention and processing the information, we can move this information
into our working memory, which is held for about a minute.

To move information from our working memory to our long-term memory,
we must make an effort to practice the information by repeating it,
studying it, or taking notes. This is also known as encoding. Encoding is a
process of assigning meaning to something you have learned.

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MEMORY ENCODING EXAMPLE

How many times have you forgotten someone’s name shortly after they
introduced themselves?

If you take the time to repeat their
name, then you may remember it for
a while longer as it moves to
short-term memory. However, if you
take the time to associate their name
to something you are familiar with,
then you may be able to move it to
long-term memory.

For example, Scott introduced himself to Dawn. He repeated her name and
thought about Dawn dish soap to associate with her name. The next time
he said hello, he recalled the reference to dish soap and remembered her
name was Dawn.

How Do We Learn?

THE LEARNING PROCESS

How Do We Learn?

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3. RETRIEVAL

The last step in the learning
process is retrieval. Retrieval is
accessing the information we
have learned from our long-term
memory. To be able to retrieve
information from our memory, our
brains need to organize information
through the encoding process.

There are different techniques,
such as memory aids, visuals,
real-world examples, and applying
the information to your own
experiences that can help to
encode the information.

In the previous example, Scott
used the technique of associating
a name with something familiar to
encode Dawn’s name. Research
shows that we can remember
concepts easier if we are able to
relate them to personal examples.
You can ask yourself, “How does
this information apply to me?” This
can help with creating personal
examples.

“The more elaborate we encode
information at the moment of learning,
the stronger the memory” (Medina, 2014,
p. 135).

“Thinking and talking a lot
about information soon after
we encounter it (elaborate
rehearsal) helps commit it
to memory. Allowing time
between repetitions is better
than cramming” (Medina,
2014, p. 156).

Review the following chapteR foR
tips about chunking infoRmation:
consuming infoRmation in chunks.

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Research has shown that we usually forget 90%
of what we learn in a class within 30 days. Most
of the forgetting will happen within a few hours
of encountering the new information (Medina,
2014).

Taking the time to understand what the
information means to you and applying it to
personal examples will help with encoding and
recall. Repetition of this information will help
move it into long-term memory.

WHY IS IT IMPORTANT TO ENCODE NEW INFORMATION?

https://www.oreilly.com/library/view/mind-performance-hacks/0596101538/ch01s11.html

“Learning results in physical changes
in the brain, and these changes
are unique to each individual. Not
even identical twins having identical
experiences possess brains that wire
themselves in the same way”
(Medina, 2014, p. 95). 10

Your brain has the capacity to be
shaped and molded. There is a
significant amount of research that
shows our brains are constantly
changing as we learn new things.

Brain plasticity (also known as
neuroplasticity) is essential to the
learning process. Brain plasticity
is the brain’s ability to change and
adapt based on experiences and
learning.

Every time we learn something new,
our brain makes new connections
and builds new pathways. This
is your brain rewiring itself in
response to learning a new skill
or behavior. Your brain will get rid
of neural connections that are no
longer necessary and strengthen
the necessary connections. This
process is known as synaptic
pruning.

It takes repetition for the new
pathways to form as we continually
learn and retain information. Your
brain will continue to rewire itself as
you continue to learn to maximize
brain functioning (Medina, 2014).

WHAT IS BRAIN PLASTICITY?

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Learning allows us the opportunity to make changes to our behavior. In
adulthood, many of us approach everyday life from our comfort zones. This
means we usually lean towards activities that we are good at, enjoy doing,
or things that we have done through repetition many times.

Running on autopilot is less stressful and takes the least amount of
cognitive effort, so it makes sense that this is human nature (Boschi, 2020).
By challenging ourselves to learn new ideas or skills, we can alter our
brains as well as our behaviors. If the goal is to embrace lifelong learning,
then we must appreciate challenges as an opportunity to grow.

Understanding the connection between our brain, behaviors, and learning
can help inspire us to take action to improve our skills and embrace
lifelong learning. Embracing learning is also an essential part of flow.

HOW CAN LEARNING ALTER OUR BEHAVIOR?

“Understanding
neuroplasticity inspires

the dedication needed
to change your brain to

improve your skills” (Lewis &
Webster, 2014, chapter 3).

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Mihaly Csikszentmihalyi (pronounced Me-High Chick-Sent-Me-High) was
the co-founder of positive psychology and is known as the “father of flow.”
He coined the term flow to describe the psychological state of optimal
brain performance. Flow is also described as being “in the zone.”

Style (2015) offers this explanation of flow. “Flow is one of the most
pleasurable states we can experience; when we are so lost in what we
are doing that we become oblivious to everything else, all our cares and
worries fall away, even time.” To learn more about flow, watch the LinkedIn
Learning: What is Flow? video below, which describes flow, its history, and
how to understand what flow may look like in your life.

WHAT IS FLOW?

Csikszentmihalyi (2009) used the following characteristics to describe when
you are in a state of flow:

https://www.linkedin.com/learning/finding-flow-in-hybrid-work/what-is-flow?resume=false&u=57690305

https://www.linkedin.com/learning/finding-flow-in-hybrid-work/what-is-flow?resume=false&u=57690305

What Is Flow?

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Flow is being completely involved in an activity for its
own sake. The ego falls away. Time flies. Every action,
movement, and thought follows inevitably from the
previous one, like playing jazz.
–Mihaly Csikszentmihalyi

Growth

Excited

Joy

Fun

Frustration

Boredom

CHALLENGE VS. SKILL

Our brain also releases dopamine when we enter flow. Dopamine
increases our attention, which is needed for the first step in the cognitive
process of learning. Achieving flow brings great satisfaction, which helps
increase the desire to continue the behaviors that lead to flow. Repeating
the behaviors leads us to achieve new skills. The state of flow also keeps
us wanting to learn more and pushes us to find new challenges (Style,
2015).

This means flow is important to learning, especially if we are seeking
mastery in certain skills or knowledge. Students who get into flow as they
study do better in their academics and are motivated to continue learning
new things (Goleman, 1995).

Flow happens in the moment where
a person’s skill level is well matched
to the challenge they are facing. If
the challenge is too hard, then we
will become frustrated or stressed.
If the challenge is too easy, then we
will become bored.

If the challenge is just right with our
learning level, then we experience a
flow state. The state of flow helps to
rewire the connections in our brains
associated with the challenge.

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There are many resources available that can help you refine your process
and achieve a flow state. Watch the LinkedIn Learning: Focus and Flow
video below, which describes the process of flow and gives suggestions on
how to practice flow in your life.

HOW CAN I PRACTICE FLOW IN MY LIFE?

TIPS FOR FINDING FLOW

https://www.linkedin.com/learning/extreme-focus-for-effective-performance/focus-and-flow?u=57690305

https://www.linkedin.com/learning/extreme-focus-for-effective-performance/focus-and-flow?u=57690305

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REFERENCES
Boschi, H. (2020). Why We Do What We Do: Understanding our brain to get
the best out of ourselves and others. John Wiley & Sons Ltd.
Retrieved from https://learning.oreilly.com/library/view/why-we-
do/9781119561491/c03.xhtml#head-2-13

Csikszentmihalyi, M. (2009). Flow: The psychology of optimal experience.
Harper and Row.

Diamond, A. (2015) Cognitive Processes in Learning: Types, Definition &
Examples. Retrieved from https://study.com/academy/lesson/cognitive-
processes-in-learning-types-definition-examples.html.

DK. (2015). The Psychology Book. DK Publishing. Retrieved from
https://learning.oreilly.com/library/view/the-psychology-
book/9781465439291/OEBPS/xhtml/PSYBOO04824HOU.xhtml#:-
:text=Ebbinghaus%20found%20that%20he%20,ive%20in%20
memorizing%20a%20list

Goleman, D. (2020) Emotional Intelligence: Why It Can Matter More Than IQ.
Bantam Books.

Hale-Evans, R. (2006). Mind Performance Hacks: Tips & tools for
overclocking your brain. O’Reilly Media. Retrieved from https://learning.
oreilly.com/library/view/mind-performance-hacks/0596101538/ch01s11.
html

Lewis, J. & Webster, A. (2014). Sort Your Brain Out: Boost Your
Performance, Manage Stress and Achieve More. John Wiley & Sons Ltd.
Retrieved from https://learning.oreilly.com/library/view/sort-your-
brain/9780857085368/c03.xhtml#c3-sec-0003

Medina, J. (2014). Brain Rules: 12 Principles for Surviving and Thriving at
Work, Home, and School. Pear Press.

Style, C. (2015). Change Your Life with Positive Psychology. Pearson.
Retrieved from https://learning.oreilly.com/library/view/change-your-
life/9781292084350/html/chapter-0

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IMAGES
Pixabay. (2014, November 26). Free brain mind psychology illustration.
https://pixabay.com/illustrations/mindbrain-mindset-
perception-544404/

• IMPORTANCEOFLEARNINGTEXTBOOK

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