Merge pull request #63 from isaqb-org/Issue-#12-Consolidate-Literature,

closes #12, closes #35

Issue #12 consolidate literature, refs #12, refs #35

docs/01-lu-01_about_isaqb_trainings_and_trainers/02-04-takeaways.adoc

@@ -1,15 +1,12 @@
 // tag::EN[]
-[discrete]
+[discrete%breakable]
 === Takeaways for Students
 // end::EN[]
-
 ////
 A short (!) summary of the LUs content from the learners perspective.
 This is the TL;DR of relevant information that should be conveyed to learners.
 ////
-
 // tag::EN[]
-[IMPORTANT]
 * Deliver high-quality trainings that reflect iSAQB core values and provide practical value
 * Explain the benefits and objectives of iSAQB trainings to your future students
 * Adhere to the ethical standards expected of an iSAQB trainer

docs/01-lu-01_about_isaqb_trainings_and_trainers/02-05-important.adoc

@@ -2,11 +2,9 @@
 [discrete]
 === Important
 // end::EN[]
-
 ////
 What are particular important points that a T3 trainer should highlight or prioritize (because it is of outstanding relevance for future trainers).
 ////
-
 // tag::EN[]
 An effective trainer is a subject matter expert with comprehensive knowledge of Software Architecture & Engineering.
 They draw on extensive practical experience to illustrate concepts and provide real-world examples.

docs/01-lu-01_about_isaqb_trainings_and_trainers/02-08-references.adoc

@@ -1,12 +1,20 @@
 // tag::EN[]
-[discrete]
+[discrete%breakable]
 ===  Reference Material and Resources for Learners and Trainers
 // end::EN[]
-
 ////
 Web sources, Videos, Books, etc. that helps the trainer to prepare the content of this LU and might also be useful for handing it out to participants. A reference source is referenced via a label, see https://docs.asciidoctor.org/asciidoc/latest/macros/inter-document-xref/. The label has to be defined in `99-references/00-references.adoc`.
 ////
-
 // tag::EN[]
-TBD - SHOULD be provided, good references are always helpful - your content here
+To understand the iSAQB's values, principles, and training requirements discussed in this learning unit, trainers should familiarize themselves with several key resources:
+
+* The official iSAQB website <<isaqb>> provides comprehensive information about the organization's mission, structure, and certification programs. It serves as the primary source for understanding the overall context of iSAQB trainings.
+
+* The iSAQB Code of Conduct <<isaqb-coc>> is essential reading for all trainers, as it outlines the professional and ethical standards expected in the delivery of iSAQB trainings. This document will help trainers to understand their obligations and expected behavior.
+
+* The iSAQB Downloads section <<isaqbdownloads>> contains various resources and documents that support trainers in their professional development and help them understand the value proposition of iSAQB trainings.
+
+* For maintaining current knowledge and accessing community resources, the iSAQB GitHub repository <<isaqbgithub>> provides access to curricula updates and training materials, supporting the continuous improvement aspects outlined in this LU.
+
+* The Foundation Level Curriculum <<isaqbFLC>> is a crucial reference for understanding the relationship between T3 training and conventional CPSA training as well as for understanding how to effectively deliver value to training participants.
 // end::EN[]

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

@@ -2,12 +2,10 @@
 [discrete]
 === Takeaways for Students
 // end::EN[]
-
 ////
 A short (!) summary of the LUs content from the learners perspective.
 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 (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.

docs/02-lu-02_conveying_the_t3_curriculum/02-08-references.adoc

@@ -2,15 +2,31 @@
 [discrete]
 ===  Reference Material and Resources for Learners and Trainers
 // end::EN[]
-
 ////
 Web sources, Videos, Books, etc. that helps the trainer to prepare the content of this LU and might also be useful for handing it out to participants. A reference source is referenced via a label, see https://docs.asciidoctor.org/asciidoc/latest/macros/inter-document-xref/. The label has to be defined in `99-references/00-references.adoc`.
 ////
-
 // tag::EN[]
+The iSAQB Foundation Level Curriculum (<<isaqbFLC>>) already provides an extensive list of references covering the Foundation Level content.
+The following references represent a possibly arbitrary collection of books that we personally consider relevant for teaching and understanding software architecture concepts in the context of Foundation Level training.
+This list is neither complete nor definitive - it simply reflects our current preferences and experiences.
+Most of them focus on effective strategies for software architecture.
+Use them to illustrate the content of LU02.
+
 When choosing materials and resources for learners and trainers, good references in languages other than English or German can also be considered, depending on the countries of the participants. Banned media channels should be avoided.
-// end::EN[]
 
-// tag::EN[]
-TBD - SHOULD be provided, good references are always helpful - your content here
+Richards/Ford - Fundamentals of Software Architecture <<richards_fundamentals>>::
+Provides a comprehensive guide to software architecture, covering both technical aspects (patterns, components, engineering practices) and practical considerations (team management, presentations, metrics), with principles applicable across technology stacks.
+
+Ford et al. - Software Architecture: The Hard Parts <<ford_hardparts>>::
+Covers **practical challenges in architecture decision-making**, ideal for **interactive discussions in training**.
+More suited for advanced learners as this is primarily about the trade-offs of distributed systems.
+
+Bass et al. - Software Architecture in Practice <<bass>>::
+Provides a comprehensive theoretical and practical foundation for software architecture, covering both fundamental principles and their application to modern technological challenges (like mobility, cloud, and DevOps). The book emphasizes architecture's role in achieving quality attributes and managing system evolution.
+
+Starke et al. - arc42 by Example <<arc42BE1>>::
+A **collection of real-world architectural case studies** that can be used in training.
+
+Neward et al. - Architectural Katas <<katas_neward>>::
+**Interactive architecture exercises**, ideal for **active learning methods** in software architecture training.
 // end::EN[]

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

@@ -12,7 +12,7 @@ The learning objective(s) that are covered by the LU. Try to formulate learning
 [[LG-3-1]]
 ==== LG 3-1: Adult learning and blooms taxonomy
 T3P should be able to describe the unique characteristics and special challenges of adult learning, including handling heterogeneous groups with different skill levels and backgrounds.
-They should know the training relevant parts of blooms taxonomy and be able to map the needs and expectations of participants to them.
+They should know the training relevant parts of bloom's taxonomy <<wiki-bloom>> and be able to map the needs and expectations of participants to them.
 
 [discrete]
 [[LG-3-2]]

docs/03-lu-03_didactics_methods_tools/02-05-important.adoc

@@ -10,6 +10,7 @@ What are particular important points that a T3 trainer should highlight or prior
 // tag::EN[]
 Effective training is not just about delivering content, it's about creating an engaging and a dynamic learning experience that ensures long-term knowledge retention and application. + 
 LU03 plays a crucial role in helping trainers master adult learning principles, effective communication, and interactive teaching methods that elevate CPSA training beyond passive knowledge transfer.
+
 [discrete]
 ==== Key Considerations for Effective Training
 
@@ -21,6 +22,7 @@ While foundational concepts provide structure, learning is most effective when p
 
 * *Cognitive Load and Attention Management:* Learning effectiveness depends on sustaining attention and minimizing distractions. Trainers should consider factors such as session duration, cognitive fatigue, and participant engagement levels. Implementing structured breaks, interactive activities, and periodic reflection points can help sustain focus
 
+[discrete]
 ==== Common Pitfalls in Teaching Technical Concepts
 
 * *Overloading Participants with Information:* 
@@ -30,18 +32,21 @@ Trainers may be tempted to cover too much content in too little time, leading to
 
 * *Lack of Interactivity and Engagement:* Passive learning methods such as lengthy slide presentations, often fail to sustain attention. Instead, trainers should use structured discussions, hands-on exercises, and active participation techniques to keep learners engaged.
 
+[discrete]
 ==== Strategies for Activating Participants
 
 * *Make Learning Relevant:* Use real-world case studies, *Architecture Katas*, and industry examples to connect theory with practice.
-* *Encourage Knowledge Exchange:* Facilitate peer teaching, structured debriefs, and collaborative exercises to deepen understanding
-* *Address Learning Barriers:* Be aware of common distractions and cognitive fatigue, implementing engaging session formats to sustain focus .
+* *Encourage Knowledge Exchange:* Facilitate peer teaching, structured debriefs, and collaborative exercises to deepen understanding.
+* *Address Learning Barriers:* Be aware of common distractions and cognitive fatigue, implementing engaging session formats to sustain focus.
 
+[discrete]
 ==== Addressing Common Misconceptions
 
 * *"More content leads to better learning":* Overloading information reduces retention. A structured, well-paced approach is far more effective. +
-* *"All learners absorb information the same way:"* Some participants grasp concepts visually, others through discussion or hands-on experience. A multi-modal approach ensures inclusivity. +
+* *"All learners absorb information the same way":* Some participants grasp concepts visually, others through discussion or hands-on experience. A multi-modal approach ensures inclusivity. +
 * *"Technical expertise alone makes a great trainer":* A trainer’s ability to facilitate discussions, create an engaging atmosphere, and adapt to learners' needs is just as critical as their subject matter expertise.
 
+[discrete]
 ==== Conclusion
 
 A *great trainer* doesn’t just deliver only knowledge but also they *enable learning*. By applying interactive techniques, cognitive psychology insights, and real-world exercises, trainers can create engaging, high-impact training that ensures long-term skill development.

docs/03-lu-03_didactics_methods_tools/02-06-discussion_points.adoc

@@ -2,19 +2,21 @@
 [discrete]
 === Discussion Points
 // end::EN[]
-
 ////
 Things you might want to discuss with students since the topics may differ depending on the context or there may not be a common opinion about the topic in the industry. What are typical discussions one could expect/encounter?
 ////
-
 // tag::EN[]
+
+[discrete]
 ==== Handling Challenging Training Situations
 
 As a trainer, you should be able to anticipate, prevent, and effectively handle challenging situations that arise during training.
 This section provides detailed guidance on managing common challenges and maintaining a productive learning environment.
 
+[discrete]
 ===== Common Challenging Scenarios and Response Strategies
 
+[%unbreakable]
 [cols="1,1,1"]
 |===
 3+|*Knowledge Level Mismatches*
@@ -37,6 +39,7 @@ a|* Use pair programming or buddy system with mixed skill levels
 * Create small groups with balanced expertise levels
 |===
 
+[%unbreakable]
 [cols="1,1,1"]
 |===
 3+|*Resistant Participants*
@@ -59,7 +62,7 @@ a|* Acknowledge concerns respectfully
 * Offer alternative perspectives or approaches
 |===
 
-====== 
+[%unbreakable]
 [cols="1,1,1"]
 |===
 3+|*Technical Disagreements*
@@ -83,7 +86,7 @@ a|* Use disagreements as teaching moments
 |===
 
 
-====== 
+[%unbreakable]
 [cols="1,1,1"]
 |===
 3+|*Group Dynamic Issues*
@@ -106,7 +109,7 @@ a|* Address disruptive behavior privately
 * Implement specific turn-taking techniques
 |===
 
-
+[%unbreakable]
 [cols="1,1,1"]
 |===
 3+|*Time Management Challenges*
@@ -129,6 +132,7 @@ a|* Use parking lot technique for off-topic discussions
 * Provide additional resources for deeper exploration
 |===
 
+[discrete]
 ===== Escalation Guidelines - When to Escalate
 
 Know when to escalate issues:
@@ -138,13 +142,15 @@ Know when to escalate issues:
 * Technical infrastructure problems
 * Health or safety concerns
 
+[discrete]
 ===== Escalation Guidelines - Escalation Process
 
 1. Document the situation
 2. Consult with co-trainers if available
 3. Contact training coordinator or supervisor
 4. Follow up after resolution
 
+[discrete]
 ===== Professional Atmosphere Maintenance
 
 Tips for maintaining a professional learning environment:

docs/03-lu-03_didactics_methods_tools/02-08-references.adoc

@@ -9,55 +9,38 @@ Web sources, Videos, Books, etc. that helps the trainer to prepare the content o
 
 // tag::EN[]
 
-==== Core Didactic References - Modern Sources on Adult Learning and Didactics
-
 These sources cover essential didactic concepts and modern methods for training software architects.
+When using these resources, focus on adapting the concepts and methods to your specific training context and participant needs.
+The goal is not to apply every technique from every resource, but to select and combine approaches that best serve your learning objectives and audience.
 
-Brown et al. - Make It Stick <<brown_makeitstick>>::
+Brown et al. - Make It Stick <<brown_makeitstick>>:: 
 A research-backed book on the psychology of learning, providing insights into **effective knowledge retention strategies**.
-Essential for LG 3-1 (Adult Learning) and LG 3-3 (Attention and Learning Performance).
+The book explores how people learn and retain information most effectively.
+Trainers can apply the spacing effect and retrieval practice in their training design, implement frequent knowledge checks, and revisit key concepts throughout the training to reinforce learning.
+The book also demonstrates how to use concrete examples and analogies to make abstract concepts more memorable.
 
-Bowman - Training from the Back of the Room <<bowman>>::
-A **practical guide to interactive and engaging teaching methods** for adult learners.
-Supports <<LG-3-5, LG 3-5 (Training Methods)>> and <<LG-3-6, LG 3-6 (Communication and Presentation Skills)>>.
+Bowman - Training from the Back of the Room <<bowman>>:: 
+A **practical guide to interactive and engaging teaching methods** specifically designed for adult learners.
+The book introduces innovative approaches to increase participant engagement and knowledge retention.
+Trainers can implement the 4Cs Model (Connections, Concepts, Concrete Practice, Conclusions) to structure their training sessions, use brain-friendly techniques to increase learner engagement, and design activities that encourage learners to teach and learn from each other.
 
 Dirksen - Design for How People Learn <<dirksen_design>>::
-A **practical book on learning design**, explaining how adults learn and how training methods should be adapted.
-Supports <<LG-3-1, LG 3-1 (Adult Learning>> and <<LG-3-5, LG 3-5 (Training Methods)>>.
+A **practical book on learning design** on learning design that explains how adults learn and how training methods should be adapted accordingly.
+The book focuses on practical approaches to designing effective learning experiences.
+Trainers can apply cognitive load theory principles when introducing complex technical topics, design learning experiences that account for different learning preferences and prior knowledge levels, and create engaging visual aids and examples that support learning objectives.
 
 Fink - Creating Significant Learning Experiences <<fink_creating>>::
-A **modern perspective on goal-oriented didactics**, highly useful for structuring training sessions. 
-Aligns with <<LG-3-2, LG 3-2 (Learning Objectives)>> and <<LG-3-5, LG 3-5 (Training Methods)>>.
+A **modern perspective on goal-oriented didactics** that provides valuable insights for structuring training sessions.
+The book offers an integrated approach to designing learning experiences that have lasting impact.
+Trainers will learn to structure learning objectives using Bloom's Taxonomy with specific examples, design activities that promote deep learning and long-term retention, and create assessment methods that align with learning objectives.
 
 Gee - The Anti-Education Era <<gee_antieducation>>::
-A critical discussion of **modern learning formats and digital teaching methods**, useful for online and hybrid training.
-Relevant to <<LG-3-5, LG 3-5 (Training Methods)>> and <<LG-3-4, LG 3-4 (Distraction Factors)>>.
+A critical discussion of **modern learning formats and digital teaching methods**, particularly valuable for online and hybrid training environments.
+The book examines how digital tools can either enhance or hinder learning.
+It helps trainers design courses that maintain engagement in hybrid or online training environments, develop strategies to combat digital distractions, and create meaningful digital interactions that support learning objectives.
 
 Hunter et al. - The Art of Facilitation <<hunter_facilitation>>::
-A fundamental work on **facilitation techniques and group dynamics**, valuable for understanding how to guide interactive learning sessions.
-Supports <<LG-3-5, LG 3-5 (Training Methods)>> and <<LG-3-6, LG 3-6 (Communication)>>.
-
-==== Architecture Teaching References - Modern Sources for Teaching Architectural Thinking
-
-These books focus on effective strategies for software architecture.
-Use them to illustrate the content of LU02.
-
-Richards/Ford - Fundamentals of Software Architecture <<richards_fundamentals>>::
-Provides a comprehensive guide to software architecture, covering both technical aspects (patterns, components, engineering practices) and practical considerations (team management, presentations, metrics), with principles applicable across technology stacks.
-
-Ford et al. - Software Architecture: The Hard Parts <<ford_hardparts>>::
-Covers **practical challenges in architecture decision-making**, ideal for **interactive discussions in training**.
-More suited for advanced learners as this is primarily about the trade-offs of distributed systems.
-
-Bass et al. - Software Architecture in Practice <<bass>>::
-Provides a comprehensive theoretical and practical foundation for software architecture, covering both fundamental principles and their application to modern technological challenges (like mobility, cloud, and DevOps). The book emphasizes architecture's role in achieving quality attributes and managing system evolution.
-
-Starke et al. - arc42 by Example <<arc42BE1>>::
-A **collection of real-world architectural case studies** that can be used in training.
-
-Neward et al. - Architectural Katas <<katas_neward>>::
-**Interactive architecture exercises**, ideal for **active learning methods** in software architecture training.
-Supports <<LG-3-5, LG 3-5 (Training Methods)>>.
-
+A fundamental work on **facilitation techniques and group dynamics** that provides valuable insights into guiding interactive learning sessions.
+The book focuses on creating and maintaining productive group learning environments. Trainers can apply effective facilitation techniques to manage group discussions and activities, handle difficult situations and conflicts in the training room, and create an inclusive learning environment that encourages participation from all learners.
 
 // end::EN[]