Merge pull request #30 from isaqb-org/Issue-#10-cleanup_LU05

Cleanup LU05, closes #10 #22 and #23

Author: alxlo

docs/05-lu-05_example_scenarios_and_exercises/00-structure.adoc

@@ -19,8 +19,6 @@ Enter reasonable times for duration and practice time.
 ====
 // end::REMARK[]
 
-include::02-0X-rummage_box.adoc[{include_configuration}]
-
 include::02-01-topic.adoc[{include_configuration}]
 
 include::02-02-purpose.adoc[{include_configuration}]

docs/05-lu-05_example_scenarios_and_exercises/02-03-learning_objectives.adoc

@@ -13,17 +13,21 @@ The learning objective(s) that are covered by the LU. Try to formulate learning
 [[LG-5-1]]
 ==== LG 5-1: Provide and present relevant example scenarios
 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.
+They can break down an example scenario into single exercises and connect those to the different topics of the training.
 
 [discrete]
 [[LG-5-2]]
 ==== LG 5-2: Adapt example scenarios to participants and the 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.
+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.
+They can adapt exercises and scenarios to fit the audience (e.g. level of difficulty, previous experience, etc.), for instance by adding tasks on the fly that increase the level of difficulty or by aligning the scenario with the professional background of individual learners.
+
 
 [discrete]
 [[LG-5-3]]
 ==== LG 5-3: Evaluate 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.
+They also should be able to explain the consequences of mentioning unrelated example scenarios, can identify showstoppers that keep students from being successful with the exercise, and know how to overcome them (e.g. by providing specific detailed help).
 
 [discrete]
 [[LG-5-4]]

docs/05-lu-05_example_scenarios_and_exercises/02-04-takeaways.adoc

@@ -10,8 +10,10 @@ 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?
+* Create relevant scenarios that support Foundation Level learning goals
+* Develop skills to adapt scenarios to diverse audience needs
+* Learn to evaluate scenario quality and effectiveness
+* Break down complex scenarios into practical exercises
+* Utilize various sources for scenario development, including personal experience
+* Cultivate a mindset for continuous scenario improvement
 // end::EN[]

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

@@ -9,7 +9,17 @@ What are particular important points that a T3 trainer should highlight or prior
 // end::REMARK[]
 
 // tag::EN[]
-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.
+This Learning Unit is specifically designed for Train-the-Trainer participants (T3P) and is not part of the Foundation Level curriculum. Key points for T3 trainers to emphasize include:
+
+* Leveraging existing knowledge and past experience to develop effective example scenarios
+* The value of using real-world examples from personal project experience
+* The importance of being able to provide detailed explanations and context when students ask questions
+* How to adapt and extend scenarios based on participants' inquiries
+* The balance between using pre-prepared scenarios and drawing from personal experience
+* Techniques for making abstract concepts concrete through relatable examples
+* The importance of scenario flexibility to accommodate different learning styles and backgrounds
+
+Remember, the ability to draw from personal experience enhances the trainer's credibility and helps participants connect theoretical concepts to practical applications.
+This approach also allows for more dynamic and engaging discussions during the training session.
+
 // end::EN[]

docs/05-lu-05_example_scenarios_and_exercises/02-06-discussion_points.adoc

@@ -9,8 +9,33 @@ Things you might want to discuss with students since the topics may differ depen
 // end::REMARK[]
 
 // tag::EN[]
-How is their target group? What are typical industries … their training participants come from
-What are they expecting from participants?
-Any scenario that they can think of which is even culture specific/geography specific? Some app/software which are popular in their region eg: KakaoTalk in South Korea, Aarogaya Setu in India and so on…
-TBD: More to discuss ???
+
+* *Target Audience Analysis*:
+** What are the typical industries your training participants come from?
+** How do you assess and address the diverse backgrounds in your audience?
+
+* *Expectations Management*:
+** What are reasonable expectations for participants' prior knowledge?
+** How do you balance between novice and experienced participants?
+
+* *Scenario Relevance*:
+** How can you create scenarios that resonate across different industries?
+** What makes a scenario universally applicable yet specific enough to be useful?
+
+* *Cultural and Geographical Considerations*:
+** How might scenarios need to be adapted for different cultural contexts?
+** Are there region-specific examples that could enhance understanding (e.g., KakaoTalk in South Korea, Aarogya Setu in India)?
+
+* *Balancing Theory and Practice*:
+** How do you ensure scenarios illustrate theoretical concepts while remaining practical?
+** What's the right mix of abstract principles and concrete examples?
+
+* *Scenario Complexity*:
+** How do you determine the appropriate level of complexity for a scenario?
+** What strategies can be used to scale scenario difficulty up or down as needed?
+
+* *Participant Engagement*:
+** What techniques have you found effective for keeping participants engaged with scenarios?
+** How do you encourage participants to relate scenarios to their own experiences?
+
 // end::EN[]

docs/05-lu-05_example_scenarios_and_exercises/02-07-donts.adoc

@@ -9,5 +9,5 @@ Things that should be avoided. E.g. some LUs work poorly when introduced by exam
 // end::REMARK[]
 
 // tag::EN[]
-TBD: ???
+When providing T3P with your example scenarios, avoid untested ideas where you, as a trainer, don't know how they turn out in practice or where common pitfalls are.
 // end::EN[]

docs/05-lu-05_example_scenarios_and_exercises/02-08-references.adoc

@@ -9,9 +9,8 @@ Web sources, Videos, Books, etc. that helps the trainer to prepare the content o
 // end::REMARK[]
 
 // tag::EN[]
-To be added
-arc42 by example
-Sites like http://www.infoq.com for real time case scenarios.
+* The arc42 website <<arc42>> contains links to several online examples.
+* Both arc42 by Example books <<arc42BE1>>, <<arc42BE2>> provide description of different IT systems.
+* The architectural katas from Ted Neward <<katas2>> or Mark Richards and Neal Ford <<katas1>> might provide some inspiration. 
 
-<<bass>>, <<bachmann>>, <<kruchten>>, <<starke>>
 // end::EN[]

docs/05-lu-05_example_scenarios_and_exercises/02-0X-rummage_box.adoc

@@ -19,6 +19,22 @@ Suggestions and recommendations for presenting the topic, ideas for exercises, a
 * Start with the participants idea for example scenario.
 * How would they proceed? Any past experience of training that comes to mind and is helpful? 
 * Do they know any references that they might want to put to use?
+
+Example scenarios should demonstrate practical applications of CPSA-F topics, including but not limited to:
+
+* Stakeholders
+* Risks
+* Influencing factors
+* Pattern choice
+* Design constraints
+* Architecture methods (e.g. developing certain views)
+
+Scenarios should connect to Foundation Level Learning Goals but need not cover all topics exhaustively.
+
+Consider that scenario complexity presents a trade-off:
+
+* Simple scenarios: Quick to present, but may lack depth.
+* Domain-specific scenarios: Leverage existing knowledge and save time for those familiar with the domain, but may alienate others.
 // end::EN[]
 
 // --------------------------------------------------------------------

docs/05-lu-05_example_scenarios_and_exercises/03-didactis_and_transfer.adoc

@@ -10,10 +10,15 @@
 // ATTENTION: labels have to be non-numeric.
 // Keep in mind: The publication date of a source may change.
 
+
+
+
 - [[[aebliDeGrundformen,Aebli1983]]] Hans Aebli: Zwölf Grundformen des Lehrens
 
 - [[[aeblieDeDenkenA, Aeblie1993]]] Hans Aebli: Denken, das Ordnen des Tuns
 
+- [[[arc42, arc42]]] arc42, the open-source template for software architecture communication, online: <https://arc42.org>. Maintained on <https://github.com/arc42>
+
 - [[[bewirken,Bewirken]]] Das Methodenbuch für digitalen Unterricht https://www.bewirken.org/angebot/methodenbuch-print/
 
 - [[[bachmann,Bachmann+2000]]] Bachmann, F., L. Bass, et al.: Software Architecture Documentation in Practice. Software Engineering Institute, CMU/SEI-2000-SR-004.
@@ -26,6 +31,8 @@
 
 - [[[hase,Hase+2000]]] Hase, Stewart & Kenyon, Chris. (2000). From andragogy to heutagogy. Ultibase Articles. 5. 1-10. https://webarchive.nla.gov.au/awa/20010220130000/http://ultibase.rmit.edu.au/Articles/dec00/hase2.htm
 
+- [[[arc42BE2, Hruschka+2021]]] Peter Hruschka, Ivan Kostov, Wolfgang Reimesch: arc42 by Example Volume 2: Architecture Documentation for Embedded Systems and IoT, published by Leanpub, <https://leanpub.com/arc42byexample-volume2A>. 
+
 - [[[isaqbFLC,iSAQB-FLC]]] iSAQB Foundation Level Curriculum - todo: add canonical URL
 
 - [[[kruchten,Kruchten1995]]] Kruchten, P.: Architectural Blueprints – The 4-1 View Model of Architecture. IEEE Software November 1995; 12(6), p. 42-50.
@@ -39,11 +46,18 @@
 // especially recommend the LS Menu
 - [[[libstruc,LibStruc]]] Liberating Structures to plan and facilitate exercises and make the training more interactive: https://www.liberatingstructures.com/
 
+- [[[katas2, Neward+]]] Ted Neward and contributors: Architectural Katas, <http://www.architecturalkatas.com/>.
+
 - [[[mccarthy,McCarthy2000]]] McCarthy, B.: About Teaching: 4MAT in the Classroom (English Edition). About Learning, Inc., 2000
 
+- [[[katas1, Richards+]]] Mark Richards, Neal Ford: Architectural Katas, <http://fundamentalsofsoftwarearchitecture.com/katas/>.
+
 - [[[richards,Richards+2020]]] Richards, Mark; Ford, Neal.: Fundamentals of Software Architecture: An Engineering Approach (English Edition), 2020
 
-- [[[starke,Starke2020]]] Gernot Starke: Effektive Softwarearchitekturen - Ein praktischer Leitfaden (in German). 9. Auflage, Carl Hanser Verlag 2020. Website: https://esabuch.de
+- [[[arc42BE1, Starke+2023]]] Gernot Starke, Michael Simons, Stefan Zörner, Ralf D. Müller und Hendrik Lösch: arc42 by Example - 3rd edition, published by Leanpub, <https://leanpub.com/arc42byexample>. 
+
+- [[[starke,Starke2024]]] Gernot Starke: Effektive Softwarearchitekturen - Ein praktischer Leitfaden (in German). 10. Auflage, Carl Hanser Verlag 2024. Website: https://esabuch.de
+
 
 - [[[tttgithub,T3GitHub]]] GitHub Repository of the Train-the-Trainer Curriculum. https://github.com/isaqb-org/curriculum-t3