Learning Resources

This generated surface maps a learner-facing curriculum unit to its canonical source routes.

Curriculum surface

• Open learner-facing unit
• Curriculum path: content/curriculum/foundations/semester-03-software-design/module-05-applied-design-and-code-review/resources.md
• App: foundations
• Semester: semester-03-software-design
• Module: module-05-applied-design-and-code-review
• Unit kind: resource
• Curation level: generated_default

Learning objectives

• Pick a high-value support resource for Learning Resources without replacing the learner-facing module sequence.
• State why the chosen source belongs in the current learning problem before spending time on it.
• Return from the external resource with a concrete next action in the module.

Prerequisites

• The earlier concept pages and practice tasks in the current module.

Source books

• clean-code
• design-patterns-gof
• good-code-bad-code
• head-first-design-patterns
• ooad
• refactoring

Source routes

Clean Code

• /books/clean-code via Clean Code: Attitude, Clean Code: Classes should be small, Clean Code: Clean tests, Clean Code: Emergence, no duplication, Clean Code: Maintaining cohesion, Clean Code: Scaling up, Clean Code: Simple design rules, Clean Code: We are authors
• /books/clean-code/chapter-01-clean-code-attitude-to-the-art-of-clean-code via Clean Code: Clean code attitude, Clean Code: What is clean code (part 1), Clean Code: What is clean code (part 2)
• /books/clean-code/chapter-04-comments-comments-do-not-make-up-for-bad-code-to-e via Clean Code: Comments do not make up for bad code
• /books/clean-code/chapter-04-comments-redundant-comments-to-scary-noise via Clean Code: Redundant comments to scary noise
• /books/clean-code/chapter-09-unit-tests-a-dual-standard-to-single-concept-per-t via Clean Code: F.I.R.S.T.
• /books/clean-code/chapter-11-systems-how-would-you-build-a-city-to-dependency via Clean Code: How would you build a city
• /books/clean-code/chapter-11-systems-scaling-up-to-cross-cutting-concerns via Clean Code: Scaling up, cross-cutting concerns
• /books/clean-code/chapter-13-concurrency-get-your-nonthreaded-code-working-fir via Clean Code: Successive refinement

Design Patterns Gof

• /books/design-patterns-gof via GoF: 1.7 How to select a design pattern

Good Code Bad Code

• /books/good-code-bad-code via Good Code Bad Code: Code Quality, Good Code Bad Code: Code quality, Good Code Bad Code: Code should work, Good Code Bad Code: Comments are a poor substitute, Good Code Bad Code: Design with DI in mind, Good Code Bad Code: Don't make things visible just for tests, Good Code Bad Code: How the book is organized, Good Code Bad Code: How this book is organized, Good Code Bad Code: Make code testable, Good Code Bad Code: Mocks and stubs can be problematic, Good Code Bad Code: Other engineers and code contracts

Head First Design Patterns

• /books/head-first-design-patterns via HFDP: Compound patterns, HFDP: Decorator pattern, HFDP: Intro to design patterns, HFDP: May the force be with you, HFDP: May the force be with you (part 1)

Ooad

• /books/ooad via OOAD: Choosing the diagrams, OOAD: Sequence diagrams (MVC chapter), OOAD: Which UML diagrams should we choose

Refactoring

• /books/refactoring via Refactoring: Defining refactoring and two hats, Refactoring: Going further, Refactoring: Two hats, Refactoring: Value of self-testing code, Refactoring: When should we refactor (part 1), Refactoring: When should we refactor (part 2), Refactoring: Why should we refactor, Refactoring: YAGNI and process, Refactoring: YAGNI and the wider process

Supporting curriculum routes

No supporting curriculum routes linked yet.

External enrichment

No curated enrichment resources yet.

AI companion modes

• Explain simply
• Socratic tutor
• Quiz me
• Challenge my understanding
• Diagnose my confusion
• Generate extra practice
• Revision mode
• Connect forward / backward

Source-of-truth note

This teaching unit is learner-facing guidance assembled from multiple canonical book routes. Use the listed source books as the primary conceptual spine for Learning Resources, and treat outside material as supporting enrichment only.