Learning mode misfits in policy learning: typology, case study and lessons learnt
研究了政策学习中学习模式错配的类型、成因与调整方法，通过德国精准草地农业的参与式共创案例，证明分散化平台和参与式实验有助于促进平等主体间的学习。
Research on policy learning has shown that actors can learn in inadequate modes.To better understand policy learning failures and possible remedies, we ask how and why inadequate learning environments occur and how they can be changed.Building on the varieties of learning approach, we distinguish between perceived and functional actor certification and problem tractability.On this basis, we introduce a typology of learning mode misfits and indicative adjustments and revisit previous case studies from this perspective.We then apply the concept to a case of policy learning in a socio-technical transition, arguing that learning environments in sociotechnical transitions tend to overvalue actor certification and problem tractability and require recalibration towards reflexivity.Assessing the effects of participatory co-creation interventions on technology development in precision grassland farming in two living labs in Germany, we provide evidence that decentral arenas and participatory experimentation facilitate learning by coequal actors scrutinising problems.