A living lab learning framework rooted in learning theories

Abstract

Complex issues like sustainable land and water management demand a transdisciplinary and collaborative approach, such as that of living labs, bridging between science, policy, and society. Living labs facilitate active collaboration among diverse actors from public and private sectors, research institutes, and civil society, creating an environment that fosters innovations to address environmental challenges. However, the impact of these labs is often assessed based only on their immediate results, overlooking the potential effects of learning during co-creation activities. Thus, this paper develops a framework that allows to capture learning in a living lab co-creative environment. In response to widespread calls for an epistemological basis for living labs, the study bases the framework on relevant learning theories. First, the literature dealing with learning theories relevant to the characteristics of living labs is reviewed. The relevant theories are identified as: behaviorism, cognitivism, constructivism, experimental, situated, social, organizational, transformative, and connectivism. Next, the insights on learning theories are used in developing a Living Lab Learning Framework with three interacting components: A. Learning types (what), B. Learning process (how), and C. Learning levels (who), contributing to learning outcomes. The framework distinguishes content, capacity, and network as learning types; intentional or incidental as learning processes; and individual, team, and organization as learning levels. Finally, the potential application of the framework during the initiation, implementation, and evaluation project phases of living labs is highlighted. The framework is envisaged to extend the impacts of living labs beyond immediate results by providing a systematic method for assessing learning and its outcomes and generating insights regarding future improvements in the configuration of living lab learning environments.