diff --git a/docs/00a-preamble/01-00-important-terms.adoc b/docs/00a-preamble/01-00-important-terms.adoc index b7b7591..9fb50c1 100644 --- a/docs/00a-preamble/01-00-important-terms.adoc +++ b/docs/00a-preamble/01-00-important-terms.adoc @@ -2,7 +2,7 @@ === 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. @@ -10,11 +10,11 @@ T3 training, Train-the-Trainer training, T3 course:: A T3 training or T3 course 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"] diff --git a/docs/00a-preamble/01-0X-rummage_box.adoc b/docs/00a-preamble/01-0X-rummage_box.adoc index a926af7..733daf8 100644 --- a/docs/00a-preamble/01-0X-rummage_box.adoc +++ b/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[] diff --git a/docs/00a-preamble/01-what-to-expect-of-a-t3-course.adoc b/docs/00a-preamble/01-what-to-expect-of-a-t3-course.adoc index 4002ae4..0b1e83c 100644 --- a/docs/00a-preamble/01-what-to-expect-of-a-t3-course.adoc +++ b/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. diff --git a/docs/00a-preamble/02-t3-knowledge.adoc b/docs/00a-preamble/02-t3-knowledge.adoc index 4cb82de..bbb3b06 100644 --- a/docs/00a-preamble/02-t3-knowledge.adoc +++ b/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[] diff --git a/docs/00a-preamble/03-prerequisites-participants.adoc b/docs/00a-preamble/03-prerequisites-participants.adoc index bf3e4f6..34b0076 100644 --- a/docs/00a-preamble/03-prerequisites-participants.adoc +++ b/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. diff --git a/docs/00a-preamble/04-prerequisites-trainers.adoc b/docs/00a-preamble/04-prerequisites-trainers.adoc index 32f1580..f0e025a 100644 --- a/docs/00a-preamble/04-prerequisites-trainers.adoc +++ b/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. diff --git a/docs/00b-basics/02-curriculum-structure-and-chronological-breakdown.adoc b/docs/00b-basics/02-curriculum-structure-and-chronological-breakdown.adoc index de9d29c..c13611e 100644 --- a/docs/00b-basics/02-curriculum-structure-and-chronological-breakdown.adoc +++ b/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 diff --git a/docs/00b-basics/05-curriculum-outline.adoc b/docs/00b-basics/05-curriculum-outline.adoc index 65782aa..adf6d1c 100644 --- a/docs/00b-basics/05-curriculum-outline.adoc +++ b/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[] diff --git a/docs/01-lu-01_about_isaqb_trainings_and_trainers/02-03-learning_objectives.adoc b/docs/01-lu-01_about_isaqb_trainings_and_trainers/02-03-learning_objectives.adoc index 6c6e9b8..57ebbdb 100644 --- a/docs/01-lu-01_about_isaqb_trainings_and_trainers/02-03-learning_objectives.adoc +++ b/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]] diff --git a/docs/02-lu-02_conveying_the_t3_curriculum/02-02-purpose.adoc b/docs/02-lu-02_conveying_the_t3_curriculum/02-02-purpose.adoc index b359db2..edfc4ba 100644 --- a/docs/02-lu-02_conveying_the_t3_curriculum/02-02-purpose.adoc +++ b/docs/02-lu-02_conveying_the_t3_curriculum/02-02-purpose.adoc @@ -10,7 +10,7 @@ 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. @@ -18,6 +18,6 @@ In some areas of the discipline of software architecture, there is not yet a nor 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[] diff --git a/docs/02-lu-02_conveying_the_t3_curriculum/02-03-learning_objectives.adoc b/docs/02-lu-02_conveying_the_t3_curriculum/02-03-learning_objectives.adoc index 6aa02f3..a035a26 100644 --- a/docs/02-lu-02_conveying_the_t3_curriculum/02-03-learning_objectives.adoc +++ b/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]] diff --git a/docs/02-lu-02_conveying_the_t3_curriculum/02-04-takeaways.adoc b/docs/02-lu-02_conveying_the_t3_curriculum/02-04-takeaways.adoc index a277280..aeed510 100644 --- a/docs/02-lu-02_conveying_the_t3_curriculum/02-04-takeaways.adoc +++ b/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[] diff --git a/docs/02-lu-02_conveying_the_t3_curriculum/02-05-important.adoc b/docs/02-lu-02_conveying_the_t3_curriculum/02-05-important.adoc index 1cb4e0b..bff772e 100644 --- a/docs/02-lu-02_conveying_the_t3_curriculum/02-05-important.adoc +++ b/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[] diff --git a/docs/03-lu-03_didactics_methods_tools/02-03-learning_objectives.adoc b/docs/03-lu-03_didactics_methods_tools/02-03-learning_objectives.adoc index 0aa20d6..a2fd5ff 100644 --- a/docs/03-lu-03_didactics_methods_tools/02-03-learning_objectives.adoc +++ b/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]] diff --git a/docs/04-lu-04_structure_and_planning/02-02-purpose.adoc b/docs/04-lu-04_structure_and_planning/02-02-purpose.adoc index 1bb1663..2382efc 100644 --- a/docs/04-lu-04_structure_and_planning/02-02-purpose.adoc +++ b/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[] diff --git a/docs/04-lu-04_structure_and_planning/02-03-learning_objectives.adoc b/docs/04-lu-04_structure_and_planning/02-03-learning_objectives.adoc index afdf71b..ea56502 100644 --- a/docs/04-lu-04_structure_and_planning/02-03-learning_objectives.adoc +++ b/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]] diff --git a/docs/04-lu-04_structure_and_planning/02-04-takeaways.adoc b/docs/04-lu-04_structure_and_planning/02-04-takeaways.adoc index bc4bd3f..34dbada 100644 --- a/docs/04-lu-04_structure_and_planning/02-04-takeaways.adoc +++ b/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[] diff --git a/docs/04-lu-04_structure_and_planning/02-06-discussion_points.adoc b/docs/04-lu-04_structure_and_planning/02-06-discussion_points.adoc index 30d74a9..1191cc3 100644 --- a/docs/04-lu-04_structure_and_planning/02-06-discussion_points.adoc +++ b/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[] diff --git a/docs/04-lu-04_structure_and_planning/03-didactis_and_transfer.adoc b/docs/04-lu-04_structure_and_planning/03-didactis_and_transfer.adoc index d5876d0..2eb5a67 100644 --- a/docs/04-lu-04_structure_and_planning/03-didactis_and_transfer.adoc +++ b/docs/04-lu-04_structure_and_planning/03-didactis_and_transfer.adoc @@ -29,44 +29,40 @@ Turn Bloom's Taxonomy into a real reference (ALZ). When setting up the structure for a training it is necessary to start with the student in mind. The two most important questions are: -. Who is my student and what are they trying to achieve by attending the training. -. What do I want the student to _understand, know, or be able to do_ after the training? These aspects of learning are part of Bloom's Taxonomy (https://en.wikipedia.org/wiki/Bloom%27s_taxonomy), a set of models to classify educational learning. - -The iSAQB curriculae offer answers to those two questions, but they don't describe how to deliver a training that is able to achieve those goals. Therefore it is crucially important for trainers to create a course structure that helps delivering a training that is worthwhile for our students. We will describe a few things that can and should be kept in mind when setting up a course structure for your training. +. Who is my student and what are they trying to achieve by attending the training? +. What do I want the student to _understand, know, or be able to do_ after the training? +These aspects of learning are part of Bloom's Taxonomy (https://en.wikipedia.org/wiki/Bloom%27s_taxonomy), a set of models to classify educational learning. +The iSAQB curriculae describe training prerequisites and learning goals, but they don't describe how to deliver a training that is able to meet the needs and expectations of training participants. +Therefore it is crucially important for trainers to create a course structure that helps delivering a training that is worthwhile for our students. +We will describe a few things that can and should be kept in mind when setting up a course structure for your training. [discrete] ===== The Golden Thread -Each training should have a golden thread, that is a story line that guides the students (and us trainers) through the content. +Each training should have a golden thread that is a story line that guides the students (and us trainers) through the content. This can be an actual story, where we 'tell' the curriculum in the form of a made-up organization or challenge. The content and learning material would then be organized and aligned on the story line. It can also be structured by a flow of work, e.g. how does a software architect work when thinking about, designing, creating agreement, or executing software architecture. -No matter how your golden thread looks like, it should be able for you and your students at any time to have a look at the bigger picture and understand exactly what you are doing, where it fits into the bigger picture, and why it is important. +No matter how your golden thread looks like, it should be able for you and your students at any time to have a look at the bigger picture or "roadmap" of the content structure and understand exactly what you are doing, where it fits into the bigger picture, and why it is important for developing a software architecture. The golden thread of your training should give answers to the following questions: - . Why is this important / why should I learn this? Connect the challenges your students try to solve with what the training as a whole will offer to overcome them right at the beginning of the training; most people like to understand why they should do things before they are able to do them - . What do I have to learn? This is the main part of your training where you give your students the chance to learn what the training has to offer; this question is tightly interwoven with + . Why is this important / why should I learn this? Connect the challenges your students are attempting to solve with what the training as a whole will offer to overcome them right at the beginning of the training; most people prefer to understand why they should do things before they are able to do them. + . What do I have to learn? This is the main part of your training where you provide your students the opportunity to learn what the training offers; this question is tightly interwoven with . How am I going to apply this? Offer exercises and make the training as experiential as possible; this will connect the theoretical learning with the students' experience and will create a deeper learning - . What else is there? Offer pointers that go beyond the scope of your training so that students who would like to dive deeper into something are able to do so; this can be done by the end of a training to create a learning journey that doesn't stop with the training ending. - -// tag::REMARK[] -[CAUTION] -==== -Turn Sharon Bowman into a real reference (ALZ). -==== -// end::REMARK[] + . What else is there? Offer guidance that extends beyond the scope of your training so that students interested in delving deeper into something are able to do so; this can be offered by the end of a training to create a learning journey that doesn't stop with the completion of the training. -These four questions also nicely align with Sharon Bowman's 4C Model (no to be confused with Simon Brown's C4 Model), so if you want to dig deeper on this, maybe have a look at https://www.bowperson.com/. +These four questions also nicely align with Sharon Bowman's 4C Model <> (no to be confused with Simon Brown's C4 Model), so if you want to dig deeper on this, maybe have a look at https://www.bowperson.com/. [discrete] ===== Structuring a Set +A set is modular didactical unit comprising one or more learning goals. Each set can be structured independently from the others. There will be references between them and they will probably be based on each other, but they should be designed and organized as well-structured software modules: loosely coupled with high internal cohesion. @@ -83,7 +79,8 @@ If you are going to teach more than one topic in a set, just think about those f [discrete] ===== Structuring a Multi-Day-Training -It is usually helpful to structure the training days available into sessions of 45 to 90 minutes. A break is necessary at the latest after this period to give students the opportunity to process the content that has just been delivered. +It is usually helpful to structure the training days available into sessions of 45 to 90 minutes. +A break is necessary at the latest after this period to give students the opportunity to absorb and digest the recently delivered content. A training day can thus be split easily as follows: @@ -125,10 +122,10 @@ A training day can thus be split easily as follows: |=== -These are just ideas that can be changed to your or your students preference or as the situation demands. -Some trainers like to offer longer breaks and end their trainings later. +These are just ideas that can be adjusted to your or your students' preference or as the situation demands. +Some trainers may prefer to provide longer breaks and extend their training schedule. -It is usually not a good idea to have more than six hours of learning in a day, as students will start to be overwhelmed and won't be able to properly process the input any more. +It is usually not a good idea to have more than six hours of learning in a day, as students may become overwhelmed and struggle to properly process the input any more. // end::EN[] diff --git a/docs/05-lu-05_example_scenarios_and_exercises/02-02-purpose.adoc b/docs/05-lu-05_example_scenarios_and_exercises/02-02-purpose.adoc index 4887f0e..24c2c59 100644 --- a/docs/05-lu-05_example_scenarios_and_exercises/02-02-purpose.adoc +++ b/docs/05-lu-05_example_scenarios_and_exercises/02-02-purpose.adoc @@ -10,6 +10,6 @@ You can’t convey to many different things at once, // end::REMARK[] // tag::EN[] -Enable trainers to provide exercices and a consistent example scenario throughout the course which fits the audience, connects to their previous knowledge, and delivers the learning goals of the FL curriculum. +Enable trainers to provide exercises and a consistent example scenario throughout the course which fits the audience, connects to their previous knowledge, and delivers the learning goals of the FL curriculum. Enable trainers to evaluate the quality of example scenarios and exercises created or chosen by them. // end::EN[] diff --git a/docs/05-lu-05_example_scenarios_and_exercises/02-03-learning_objectives.adoc b/docs/05-lu-05_example_scenarios_and_exercises/02-03-learning_objectives.adoc index cbaf83f..aa6741d 100644 --- a/docs/05-lu-05_example_scenarios_and_exercises/02-03-learning_objectives.adoc +++ b/docs/05-lu-05_example_scenarios_and_exercises/02-03-learning_objectives.adoc @@ -12,30 +12,31 @@ The learning objective(s) that are covered by the LU. Try to formulate learning [discrete] [[LG-5-1]] ==== LG 5-1: Provide and present relevant example scenarios -T3 participants are able to create or select relevant example scenarios that help their students to understand the underlying concepts of software architecture and can present those to their students. +T3 participants (T3P) are able to create or select relevant example scenarios that help their students to understand the underlying concepts of software architecture and can present those to their students. [discrete] [[LG-5-2]] ==== LG 5-2: Adapt example scenarios to participants and the curriculum -T3 participants can understand and describe the needs of their audience and from this knowledge derive audience-specific requirements on the example scenario(s) they are going to present. To do so, they should be able to describe and apply the necessary steps for creating or adapting scenarios to make them fit to their target group and a specific set of learning objectives of the FL curriculum. +T3P can understand and describe the needs of their audience and from this understanding derive audience-specific requirements on the example scenario(s) they are going to present. To do so, they should be able to describe and apply the necessary steps for creating or adapting scenarios which aligns with their target group and a specific set of learning objectives of the FL curriculum. [discrete] [[LG-5-3]] ==== LG 5-3: Evaluate example scenarios -T3 participants should be able to explain the importance of having a consistent and high quality example scenario and also be able to verify or evaluate that their example meets the required quality standard. -They also should be able to explain the consequences of having unrelated example scenarios. +T3P should be able to explain the importance of having a consistent and high-quality example scenario and also be able to verify or evaluate that their example meets the required quality standard. +They also should be able to explain the consequences of mentioning unrelated example scenarios. [discrete] [[LG-5-4]] ==== LG 5-4: Know sources for example scenarios -T3 participants should be able to name possible sources for example scenarios. +T3P should be able to name possible sources for example scenarios (e.g. own experience or arc42 examples). [discrete] [[LG-5-5]] ==== LG 5-5: Provide stand-alone exercises T3P should be able to select, design and/or adapt exercises that + * support selected topics and LGs, -* provide a change of the didactic method, +* adapt the didactic method, * activate participants. diff --git a/docs/05-lu-05_example_scenarios_and_exercises/02-04-takeaways.adoc b/docs/05-lu-05_example_scenarios_and_exercises/02-04-takeaways.adoc index 390a592..c349f7a 100644 --- a/docs/05-lu-05_example_scenarios_and_exercises/02-04-takeaways.adoc +++ b/docs/05-lu-05_example_scenarios_and_exercises/02-04-takeaways.adoc @@ -10,6 +10,7 @@ This is the TL;DR of relevant information that should be conveyed to learners. // end::REMARK[] // tag::EN[] +TODO: Tools, techniques, references and methodology to create a quality example scenario. It would be explained with an existing sample scenario. Checklist/Methodology to evaluate the example scenario. TBD: Should we keep the point about creating the exercise from example scenario as a separate objective? diff --git a/docs/05-lu-05_example_scenarios_and_exercises/02-05-important.adoc b/docs/05-lu-05_example_scenarios_and_exercises/02-05-important.adoc index 4a2cfc7..3c56730 100644 --- a/docs/05-lu-05_example_scenarios_and_exercises/02-05-important.adoc +++ b/docs/05-lu-05_example_scenarios_and_exercises/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 LU is specific for T3 participants and not a part of the foundation level curriculum. So here important points to highlight by a T3 trainer would be, -How to utilize existing knowledge and past experience to come up with example scenarios. Because: Students ask questions and we can come up with more details if the example is related to one of our past projects. +This LU is specific for T3P and not a part of the foundation level curriculum. So here important points to highlight by a T3 trainer would be, +how to utilize existing knowledge and past experience to develop example scenarios. +Because: students ask questions and T3P can provide more details if the example is related to one of his/her past projects. // end::EN[] diff --git a/docs/05-lu-05_example_scenarios_and_exercises/05-success_factors_risks.adoc b/docs/05-lu-05_example_scenarios_and_exercises/05-success_factors_risks.adoc index 9177905..d5677df 100644 --- a/docs/05-lu-05_example_scenarios_and_exercises/05-success_factors_risks.adoc +++ b/docs/05-lu-05_example_scenarios_and_exercises/05-success_factors_risks.adoc @@ -17,7 +17,7 @@ Fundamental disruptive factors (what could irritate, offend, trigger people abou // tag::EN[] * Acceptance challenge – Considering participants years of experience and designation. -* Sunken costs. People cant let go of their scenario even if its not a good one because they invested a lot of time +* Sunken costs. People cannot let go of their scenario even if it's not a good one because they invested a lot of time // end::EN[] // -------------------------------------------------------------------- diff --git a/docs/06-lu-06_operational_aspects/02-0X-rummage_box.adoc b/docs/06-lu-06_operational_aspects/02-0X-rummage_box.adoc deleted file mode 100644 index 18949af..0000000 --- a/docs/06-lu-06_operational_aspects/02-0X-rummage_box.adoc +++ /dev/null @@ -1,32 +0,0 @@ -:sectnums!: - -// tag::EN[] - -[discrete] -=== Rummage Box - -[CAUTION] -==== -This section contains a lot of unsorted stuff from the original overview document from NextCloud. It should be inserted where appropriate and cleaned up. What doesn't fit should be deleted. -==== - -[discrete] -==== Notes from NextCloud - -* finding customers, registering participants, completing the iSAQB reporting requirements -* "How to organize my business as trainer or training provider." (This is clearly out of scope for the training but this topic might come up and we should advise on how to handle this.) -* What to do when exams are not included in the training? -* Contact point from iSAQB to get the slide deck notification and updates -* Contact point from iSAQB for any query related to training and training material as well as for overall work as a Training Provider and Trainer -* Self-promotion" may need to be separated but would be enormously helpful for internationalization. -* iSAQB reporting requirements and fee reporting -* Announcing Trainings ( e.g. adding course dates to the iSAQB website) - -// end::EN[] - -:sectnums: - -// tag::REMARK[] -// just to get rid of a warning in the build process -// end::REMARK[] -