Toastmaster Toolbox You are tasked with designing, documenting, and implementing a Toastmasters Toolbox system. This system is intended to aid a presenter during a Toastmasters speech. The core features that are required of this system are described below. You are responsible for the details of the system.
Core Features:
Facial Expression Analysis The system SHALL provide a mirror display to the presenter utilizing a webcam. The system SHALL analyze the presenters facial expressions and provide feedback and cues based on the perceived mood of the presenter.
Speech Disfluency Feedback The system SHALL provide a means for a designated Ah-Counter (or Ah Counters) to indicate when a speech disfluency (ah, um, etc.) was spoken by the presenter. The presenter SHALL receive this feedback in real time via a visual cue and audio cue on a presenter display. The Ah Counter SHALL use a separate networked PC from the presenter.
Timing Cue The system SHALL provide timing cues to the presenter indicating how much time remains in the allotted speaking time. The system SHALL provide warnings when reaching the end of the allotted time. The system SHALL support user configurable speaking times and thresholds for warning via the GUI.
Reporting The system SHALL display a report to the presenter at the end of the speech. The report SHALL be able to be saved to a file and viewed later.
Additional Features
Grammar Analysis This feature will analyze the users usage of vocabulary and grammar principles and offer suggestions.
– Speech Upload A prewritten speech will be uploaded in the system. Then the user can see the speech and read it.
– Reminders The presenter can the event details and the system can remind him of the event

Oklahoma Christian University

Toastmaster Toolbox

You are tasked with designing, documenting, and implementing a Toastmasters Toolbox
system. This system is intended to aid a presenter during a Toastmasters speech. The core
features that are required of this system are described below. You are responsible for the
details of the system.

Core Features:

Facial Expression Analysis

The system SHALL provide a mirror display to the presenter utilizing a webcam.

The system SHALL analyze the presenters facial expressions and provide
feedback and cues based on the perceived mood of the presenter.

Speech Disfluency Feedback

The system SHALL provide a means for a designated Ah-Counter (or Ah-
Counters) to indicate when a speech disfluency (ah, um, etc.) was spoken by the
presenter.

The presenter SHALL receive this feedback in real time via a visual cue and audio
cue on a presenter display.

The Ah Counter SHALL use a separate networked PC from the presenter.

Timing Cue

The system SHALL provide timing cues to the presenter indicating how much time
remains in the allotted speaking time.

The system SHALL provide warnings when reaching the end of the allotted time.

The system SHALL support user configurable speaking times and thresholds for
warning via the GUI

Reporting

The system SHALL display a report to the presenter at the end of the speech.

The report SHALL be able to be saved to a file and viewed later.

Additional Features
CENG 4113: Select at least 2 additional features. Must be approved by the professor.
CENG 5113: Select at least 3 additional features. Must be approved by the professor.

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Jordan week 6

Please answer each question on a separate page

1

DELINQUENCY 4

Question #1

You have learned several methods of skill classification. Select a motor skill and classify according to:
Environmental predictability
Task Organization
Importance of motor vs cognitive importance
Explain why each classification is an important consideration when selecting appropriate learning strategies for an early learner.

Question #2

Practice variability affects motor learning. It is the assumption that to perform under variable conditions, such as attempting to make a golf swing, the learner needs to practice under a variety of conditions. In other words, only practicing at the driving range would not transfer well to a real game.
Overall, the variability of practice seems to be a critical learning and performance issue.
Provide an example of a specific motor skill that would like to teach.

After you have selected that motor skill, develop a three-week practice schedule, three days per week that shows the variability of practice.

In your own words, define the schema as it relates to motor learning, practice variability, and transfer of motor skills.

What is the schema that you are hoping the learner will develop about your skill?

Question #3

Describe the teaching/learning dilemma of speed vs accuracy. Why is this concept fundamental to both the learning and performance of movement skills?
1. What is the most critical consideration when choosing between each?
2. What are the trade-offs the teacher and learner must consider?
3. Provide an example of applying this concept
4. Explain your philosophy concerning the emphasis of each in a learning environment.

Question #4

All learners go through various stages of learning from the beginning as early learners to advanced or elite.
Select a skill and illustrate how Fitts-Posner’s stages of learning interact with the Schema theory.
Where does the concept of degrees of freedom fit within this discussion?

Question #5

Each of our lessons has incorporated a technology component into learning. Whether it’s feedback systems, digital measurements, or other innovative applications of technology to motor skill learning and performance, we live in a world that is dominated by the application of technology. Identify and evaluate one emerging use of technology used to enhance motor skill learning.