Codes;Response options;Descriptions
Nature;;"The nature of a datapoint should reflect our interpretation of how it was experienced by the participant based on what they said or did, but this coding judgement needs to be made also with our knowledge of the content and intent of the resources. For example, a person giving feedback may praise part of the content but have completely misunderstood it. Therefore, we would not code this as ‘positive’; it would be coded ‘negative’. "
;Positive;Evidence that the resources are experienced positively, or that they produce the desired learning outcomes
;Negative;Evidence that the resources are experienced negatively, or that they likely won't produce the desired learning outcomes
;Suggestion;Suggestions for improvements or changes offered explicitly or implicitly by the participant
;Context;Datapoint providing information about the context of use
;;
Implications ;;Implication judgements should reflect how important/serious we think problems are in terms the resources being experienced positively and being effective. These codes help us prioritise which problems are most important to fix, within limited available resources.
;"Showstopper 
(highest priority, must be dealt with)";"A problem that we must address
"
;Consider changes;A problem that we should consider addressing
;Correct minor error/mistake (e.g., typo);Simple corrections we need to make
;None;No actionable implications
;;
Action for resolving;;
;Fix single lesson;we understand problem and solution
;Fix all lessons;we understand problem and solution
;Fix other;we understand problem and solution
;Fixed already;we understand problem/solution and fixed it
;Discuss, brainstorm changes (group);we understand problem, need to brainstorm or agree on solutions
;Further explore  solutions with others;we understand  problem, need ideas about solutions from teachers/students/other sources
;Further explore problem with others;we don't (fully) understand problem, need clarification from teachers/students/others
;Need new sketches and input;we understand problem, need to sketch solutions and get feedback on these from teachers/students
;Problem data entry - priority;we don't understand problem/datapoint and want clarification from PHD fellows
;Problem data entry;we don't understand problem/datapoint 
;Teacher training;Issue likely mitigated by and/or relevant for teacher training
;Increase time or reduce content;Double lessons or reducing lesson content 
;Consider dropping  student computer mode;Issue will be resolved if we drop student computer mode
;?;Unsure how to proceed