Think about the borders of your real-life problem. Remember that your goal is to create a series of simulations representing a
whole real-life problem. However, sometimes it takes effort to figure out where the whole problem starts and where it finishes. Whether the problem is a whole or it is only part of another problem? For example, you are creating a program for school teachers. You want them to be able to solve the further problem:
analyzing the feedback received from colleagues. To figure out whether you correctly figured out the whole problem, ask yourself:
- Whether this situation could be independent in real life?
- Whether Is there no something before and after it?
For example, I cannot imagine a real-life situation where the teacher receives feedback from nowhere and then does nothing. It looks like, at first, the teacher needs to receive feedback. In turn, it means that someone should organise it. When the feedback is planned (for example, goals, criteria, and methods are chosen, and the colleges are informed), then it should be organised (the teacher shares his / her lesson plan or conducts an open lesson). Only then could the feedback be analysed, and, finally, the action plan of what to do next is developed and implemented. Overall, the border of the problem could be bigger:
improving own actions/way of thinking based on analyzed feedback organized and collected with colleagues. Deciding the start and finish of a real-life problem could be challenging. Different practitioners could have their views on the problem broader. Remember, you do not need to make an ideal decision the first time. Your program and students will suggest whether the defined borders are enough.