Include all feedback from Meng, closes #16

docs/00a-preamble/01-00-important-terms.adoc

@@ -2,19 +2,19 @@
 === Important terms and concepts
 
 Communicating about requirements on trainers for a train-the-trainer course training other trainers comes as confusing as it gets. 
-Therefor we have to clarfy a few very basic concepts and terms right from the start:
+Therefor we have to clarify the basic concepts and terms right from the start:
 
 Train-the-Trainer (T3):: As we will use the term "Train-the-Trainer" extensively, it makes sense to abbreviate it to "T3", as in T3 trainer, T3 training, etc.
 
 T3 training, Train-the-Trainer training, T3 course:: A T3 training or T3 course enables (future) trainers to efficiently and effectively deliver iSAQB-accredited trainings. This curriculum describes the contents of such a training.
 
 T3 trainer:: A person delivering a T3 training.
 
-T3 participant (T3P):: A person participating in a T3 training with the intention to deliver better CPSA trainings.
+T3 participant (T3P):: A person participating in a T3 training with the intention to deliver better CPSA (Certified Professional for Software Architecture) trainings.
 
-CPSA training:: Any iSAQB accredited Foundation Level (FL) or Advanced Level (AL) training. Most T3P will attend a T3 training to get started delivering FL trainings.
+CPSA training:: Any iSAQB accredited Foundation Level (CPSA-F^(R)^) or Advanced Level (CPSA-A^(R)^) training. Most T3P will attend a T3 training to get started delivering FL trainings.
 
-CPSA student, student, CPSA training participant (CTP):: We are going to use the term "student" or "CPSA student" exclusively for refering to persons attending a CPSA training (the future customers of the T3P) in order to distinguish them from T3 participants.
+CPSA student, student, CPSA training participant (CTP):: We are going to use the term "student" or "CPSA student" exclusively for referring to persons attending a CPSA training (the future customers of the T3P) in order to distinguish them from T3 participants.
 
 [#img-t3-context] 
 image::../images/t3-context.svg[Basic terms in the context of a Train-the-Trainer training,450, align="center"]

docs/00a-preamble/01-0X-rummage_box.adoc

@@ -48,7 +48,7 @@ Without expert knowledge, the trainer cannot demonstrate confidence.
 * The trainer knows the specifics of adult learning.
 * The trainer is able to ensure the achievement of the learning objectives even for different learning types and qualification levels.
 * The trainer designs a stimulating, varied and sustainable training.
-* The trainer knows how to prepare learning content in a way that is suitable for the learners brain.
+* The trainer knows how to prepare learning content in a way that is suitable for the course participants.
 * The trainer uses different media appropriately.
 * The trainer knows and uses different teaching methods and techniques.
 * Trainers can constantly motivate course participants and keep their attention focused.
@@ -73,14 +73,8 @@ Without expert knowledge, the trainer cannot demonstrate confidence.
 * The trainer can motivate himself even in difficult situations.
 * The trainer starts the training with a motivational kickoff for all participants.
 * The trainer exudes confidence, professionalism and competence.
-* The trainer also knows how to avoid and mitigate stress.
-* The trainer uses his personal resources in the training in an optimal and balanced way?
-
-[discrete]
-==== Notes from Confluence
-
-Migration of document https://confluence.isaqb.org/x/VQPhB
-
+* The trainer knows how to avoid and mitigate stress.
+* The trainer uses resources in the training in an optimal and balanced way.
 
 
 // end::EN[]

docs/00a-preamble/01-what-to-expect-of-a-t3-course.adoc

@@ -1,4 +1,9 @@
 // tag::EN[]
+
+=== What is the Train-the-Trainer course about?
+
+TODO: Describe what is the role of a T3 training in the process of becoming a trainer
+
 === What does a Train-the-Trainer course convey?
 
 A train-the-trainer course will enable (future) trainers to efficiently and effectively deliver high-quality training content in iSAQB-accredited trainings by sharing best practices and lessons learned from experienced trainers.

docs/00a-preamble/02-t3-knowledge.adoc

@@ -9,7 +9,7 @@ T3 graduates can:
 
 - Independently and methodically create and deliver software architecture trainings that comply with the iSAQB curriculae.
 - Anticipate and handle challenging training situations.
-- Adapt, structure and delivery their training in a way that participants enjoy the training experience beyound delivering just the contents.
+- Adapt, structure and delivery their training in a way that participants enjoy the training experience beyond delivering just the contents.
 - Reflect their training performance and enable further development and improvement of their training skills.
 - Communicate and live the values of iSAQB.
 // end::EN[]

docs/00a-preamble/03-prerequisites-participants.adoc

@@ -3,9 +3,9 @@
 
 T3P should:
 
-* Completely fullfill all  prerequisites listed for participants in a Foundation Level course.
+* Completely fulfill all  prerequisites listed for participants in a Foundation Level course.
 * Having cleared the FL exam is not mandatory but advisable.
-* Posess extensive and repeated experience in providing presentations and trainings for medium sized groups of adult learners. 
+* Possess extensive and repeated experience in providing presentations and trainings for medium sized groups of adult learners. 
 * Have basic background knowledge of didactics, e.g. from studies of this discipline or equivalent activities.
 * Be able to draw from extensive practical experience working in software industry or hands on with design/development assignments, substantially surpassing those required for FL participants.
 

docs/00a-preamble/04-prerequisites-trainers.adoc

@@ -13,7 +13,7 @@ T3T should
 ===== Further prerequisites
 
 * The T3 trainer must have access to accredited training material to use it as example on how to provide a training.
-* This material *might* be provided by iSAQB GmbH if a trainers can not use their own material.
+* This material *might* be provided by iSAQB GmbH if trainers cannot use their own material.
 * When providing a T3 training, the type and source of training material used as an example *must* be stated in the training announcement.
 
 

docs/00b-basics/02-curriculum-structure-and-chronological-breakdown.adoc

@@ -2,6 +2,13 @@
 // tag::EN[]
 === Curriculum Structure and Recommended Durations
 
+
+TODO: Describe overall structure and that it is divided into learning Units
+- describe how everything ties into LU02
+
+[#img-t3-learning-units] 
+image::../images/t3-learning-units.svg[Overview of the T3 learning units,450, align="center"]
+
 [cols="<,>", options="header"]
 |===
 | Content

docs/00b-basics/05-curriculum-outline.adoc

@@ -11,7 +11,7 @@ Dieser Abschnitt skizziert damit auch die zu erwerbenden Kenntnisse in entsprech
 // end::DE[]
 
 // tag::EN[]
-=== Structure of the Curriculum
+=== Structure of Learning Units
 
 The individual sections of the curriculum are described according to the following structure:
 
@@ -22,9 +22,6 @@ The individual sections of the curriculum are described according to the followi
 This section therefore also outlines the skills to be acquired in corresponding training courses.
 // end::EN[]
 
-[#img-t3-learning-units] 
-image::../images/t3-learning-units.svg[Overview of the T3 learning units,450, align="center"]
-
 
 // tag::REMARK[]
 // end::REMARK[]

docs/01-lu-01_about_isaqb_trainings_and_trainers/02-03-learning_objectives.adoc

@@ -29,7 +29,7 @@ They can explain why the iSAQB strives to provide high-quality trainings with su
 T3P can describe the target audience of iSAQB trainings and the added value such trainings deliver to the target audiences.
 They can name the key differentiators of iSAQB trainings and describe what distinguishes iSAQB trainings from comparable or similar training offers.
 They can explain the importance of tailoring trainings to the target market and audience.
-They can provide examples of different target markets (e.g. automotive, telco, finance, ...) and name strategies on how to cope with their needs by e.g. by using specialized or tailored examples and shifting the focus of the training.
+They can provide examples of different target markets (e.g. automotive, telco, finance, ...) and name strategies on how to meet their needs, e.g. applying specialized or tailored examples and shifting the focus of the training.
 
 [discrete]
 [[LG-1-4]]

docs/02-lu-02_conveying_the_t3_curriculum/02-02-purpose.adoc

@@ -10,14 +10,14 @@ You can’t convey to many different things at once,
 // end::REMARK[]
 
 // tag::EN[]
-While future FL trainers should have a solid professional background on software archtitecture as a prerequisite, not everyone will know every detail of the FL curriculum's content.
+While future FL trainers should have a solid professional background on software architecture as a prerequisite, not everyone will know every detail of the FL curriculum's content.
 During a T3 training session, possible knowledge gaps must be identified and addressed.
 
 In addition, the FL curriculum only defines *what* should be taught, but does not provide explanations of the content or best practices for teaching it. 
 In some areas of the discipline of software architecture, there is not yet a normative body of knowledge or a consolidated view on certain concepts and methods. 
 So it is a matter of communicating the iSAQB's view (or sometimes the multiplicity of views).
 
 Last but not least, the learning goals of the FL curriculum also provide a good basis for demonstrating how content can be didactically prepared and delivered and allows participants to actively practice this.
-Therefore, piggybacking the other learning goals of the curriculum on the basis of this learning unit is recommended.
+Therefore, piggybacking the other learning goals of the curriculum based on this learning unit is recommended.
 
 // end::EN[]

docs/02-lu-02_conveying_the_t3_curriculum/02-03-learning_objectives.adoc

@@ -17,14 +17,14 @@ T3P can explain the content described in each learning goal of the FL curriculum
 [discrete]
 [[LG-2-2]]
 ==== LG 2-2: Handle incomplete, fuzzy, or inconsistent  knowledge
-For content where there is no clear consensus in the software architecture community or where there is a significant difference between academic and practical viewpoints, the T3 participants can explain and contrast the different perspectives and explain the reasons behind them.
+For content where there is no clear consensus in the software architecture community or where there is a significant difference between academic and practical viewpoints, the T3P can explain and contrast the different perspectives and explain the reasons behind them.
 
 [discrete]
 [[LG-2-3]]
 ==== LG 2-3: Turning the FL curriculum into an FL course
-T3P should understand and be able to demonstrate by themselves how everything that's described in LU3 to LU5 is applied to the FL curriculum.
-They should  recognize best practices in action and be able to apply didactic methods and tools (see LU3) to the content of the FL curriculum by seeing how it's done and by doing it themselves.
-They should be able to recognize and demonstrate how course structuring and planing is applied to the FL curriculum (see LU4) and how examples tie in (see LU5).
+T3P should understand and be able to demonstrate by themselves how everything described in LU3 to LU5 is applied to the FL curriculum.
+They should  recognize best practices in action and be able to apply didactic methods and tools (see LU3) to the content of the FL curriculum by observing how it's done and practicing it themselves.
+They should be able to recognize and demonstrate how course structuring and planning are applied to the FL curriculum (see LU4) and how examples tie in (see LU5).
 
 [discrete]
 [[LG-2-4]]

docs/02-lu-02_conveying_the_t3_curriculum/02-04-takeaways.adoc

@@ -11,5 +11,5 @@ This is the TL;DR of relevant information that should be conveyed to learners.
 
 // tag::EN[]
 The curriculum is neither a textbook nor a blueprint for a FL course.
-But it will help you to define the scope and structure of your own course and by getting a walkthrough to an existing FL course provided by an experienced trainer (wich is how a T3 training should be delivered) you will get the hang of what is important and how to deliver it yourself to your audience.
+But it will help you to define the scope and structure of your own course and by getting a walkthrough to an existing FL course provided by an experienced trainer (which is how a T3 training should be delivered) you will get the hang of what is important and how to deliver it yourself to your audience.
 // end::EN[]

docs/02-lu-02_conveying_the_t3_curriculum/02-05-important.adoc

@@ -9,6 +9,7 @@ What are particular important points that a T3 trainer should highlight or prior
 // end::REMARK[]
 
 // tag::EN[]
-This is *not* a LU intended to be delivered as a standalone part of an T3 training.
-Instead, it runs throughout the course and should be used as a vehicle to explain the learning goals of the other units and give participants a chance to practice what they have learned in a real-life setting while simultaneously exploring the contents of the T3 curriculum. 
+This is *not* a LU intended to be delivered as a standalone part of a T3 training.
+Instead, it runs throughout the course and serves as a vehicle to explain the learning goals of the other units.
+It provides participants with an opportunity to practice what they have learned in a real-life setting while simultaneously exploring the contents of the T3 curriculum. 
 // end::EN[]

docs/03-lu-03_didactics_methods_tools/02-03-learning_objectives.adoc

@@ -18,13 +18,13 @@ They should know the training relevant parts of blooms taxonomy and be able to m
 [discrete]
 [[LG-3-2]]
 ==== LG 3-2: Learning Objectives and benefits
-T3P should be able to explain the importance and benefits of clear, concise, and verifiyable learning objectives.
-They should be able to formulate such learning objectives and to show how each part of the traing maps to one or or more of them.
+T3P should be able to explain the importance and benefits of clear, concise, and verifiable learning objectives.
+They should be able to formulate such learning objectives and to show how each part of the training maps to one or more of them.
 
 [discrete]
 [[LG-3-3]]
 ==== LG 3-3: Attention and learning performance
-T3P should know factors that influence attention of learners (e.g. usual attention span, time of day, relation to breaks, tiredness, ... ) and be able to adjust the timing of the training and changes in training methods accordingly.
+T3P should know factors that influence attention of learners (e.g. usual attention span, time of day, relation to breaks, tiredness, ... ) and be able to adjust the timing of the training and adapt training methods accordingly.
 
 [discrete]
 [[LG-3-4]]

docs/04-lu-04_structure_and_planning/02-02-purpose.adoc

@@ -12,5 +12,5 @@ You can’t convey to many different things at once,
 // tag::EN[]
 Breaking a course curriculum down into a course structure "that works" and brings value to students.
 Course structures "that work" take into consideration the prerequisites and needs of the participants, the required coverage of the curriculum, and the time constraints and imposed on the course - and possibly the implications of the course format (presence vs. online vs. online over a longer time period).
-At the end of the day, a specific time table with course units, exercises and possible additional activities has to be created.
+At the end of the day, a specific timetable with course units, exercises and possible additional activities must be created.
 // end::EN[]

docs/04-lu-04_structure_and_planning/02-03-learning_objectives.adoc

@@ -16,25 +16,25 @@ T3P should be able to systematically work out what the prerequisites and needs o
 
 [discrete]
 [[LG-4-2]]
-==== LG 4-2: Design didactic path
+==== LG 4-2: Design didactic path or roadmap
 T3P can design and document a didactic path (what is covered in what order? what builds on each other?) through the learning material, compare it with the learning objectives of the curriculum and, if necessary, identify gaps (what is not yet included) or content that goes beyond the curriculum.
 
 [discrete]
 [[LG-4-3]]
 ==== LG 4-3: Modularize contents
-T3P can break down learning content along the didactic path into modular units with clearly delineated learning objectives and appropriate granularity, taking into account their audience and their context, the form of the training (online, in-person, or hybrid), and making use of different didactic methods (see LU 3).
+T3P can break down learning content along the didactic path into modular units (sets) with clearly delineated learning objectives and appropriate granularity, taking into account their audience and their context, the form of the training (online, in-person, or hybrid), and making use of different didactic methods (see LU 3).
 
 
 [discrete]
 [[LG-4-4]]
 ==== LG 4-4: Create timetable
-T3P can schedule these units and and choose appropriate methods or methodological building blocks to deliver the learning units.
+T3P can schedule these units and choose appropriate methods or methodological building blocks to deliver the learning units.
 To do so, they should be able to explain how different didactic methods complement each other over the duration of a course and over the flow of a day.
 
 [discrete]
 [[LG-4-5]]
 ==== LG 4-5: Adapt timetable
-T3P are able to adapt the schedule to the learning progress and the needs of the participants, if necessary, also during the training.
+T3P are able to adapt the time schedule to the learning progress and the needs of the participants, if necessary, also during the training.
 
 [discrete]
 [[LG-4-6]]

docs/04-lu-04_structure_and_planning/02-04-takeaways.adoc

@@ -11,6 +11,6 @@ This is the TL;DR of relevant information that should be conveyed to learners.
 
 // tag::EN[]
 * To successfully lay out a course structure, it is necessary to both look at the curriculum content and decide how to structure it in a meaningful way
-* Your course should tell a story instead of just transport facts
-* Take care of the macro and micro structure (days and sets)
+* Your course should tell a story instead of just delivering slide content.
+* Take care of the macro and micro structure - training days and modular units within training days (sets).
 // end::EN[]

docs/04-lu-04_structure_and_planning/02-06-discussion_points.adoc

@@ -11,12 +11,12 @@ Things you might want to discuss with students since the topics may differ depen
 // tag::EN[]
 * What is a good set length?
 * Differences between different training formats and time allocations.
-* Conflicting needs of training providers and customers (e.g. over how many days?)
+* Conflicting needs of training providers and customers or participants (e.g. over how many days?)
 // end::EN[]
 
 
 // tag::DE[]
 * Was ist eine gute Set-Länge?
 * Unterschiede zwischen verschiedenen Trainingsformaten und zeitlichen Aufteilungen
-* Spannungsfeld zwischen Bedürfnissen der Trainingsprovider und Kunden (über wie viele Tage?) 
+* Spannungsfeld zwischen Bedürfnissen der Trainingsprovider und Kunden oder Teilnehmerinnen und Teilnehmer (über wie viele Tage?) 
 // end::DE[]