Current research and innovation (R&I) systems are not equipped to fully serve as catalysts for the urgently needed transformation of food systems. Though research on food systems transformation (first order: ‘what?’) and transformative research (second order: ‘how to’) are rapidly gaining traction in academic and policy environments, current efforts fail to explicitly recognize the systemic nature of the challenges associated with performing transformative second-order research. To recognize these manifold and interlinked challenges embedded in R&I systems, there is a need for a coupled-systems perspective. Transformations are needed in food systems as well as R&I systems (‘how to do the “how to”’). We set out to conceptualize an approach that aims to trigger double transformations by nurturing innovations at the boundaries of R&I systems and food systems that act upon systemic leverage points, so that their multisystem interactions can better support food system transformations. We exemplify this coupled-systems approach by introducing the FIT4FOOD2030 project with its 25 living labs as a promising multilevel boundary innovation at the cross-section of R&I and food systems. We illustrate how this approach paves the way for double systems transformations, and therefore for an R&I system that is fit for future-proofing food systems.

Playfulness supports people in learning. This study synthesizes a framework for playfulness for one particular type of learning: responsible research and innovation (RRI) reflection processes. Playfulness design elements were extracted from literature about playfulness in various learning and reflection contexts, by inductive coding of playfulness conceptualizations, playful tool(s) descriptions and their effects. We extracted four activity principlesnarration, imagination, action-reflection and co-creationand three playfulness process requirementsexperimentation space, focus and stimulating guidance. Due to the utilized database search queries, important articles about RRI reflection processes are possibly overlooked. Also, overlaps between the design elements and gamification may exist. Last, their suitability for adults, offline and hybrid reflection processes require further investigation. We translate each playfulness design element into the context of RRI reflection processes and advise on how to use them in designing playful reflection processes, which can prove their anticipated fruitfulness. Nevertheless, due to the utilized database search queries, important articles about RRI reflection processes are possibly overlooked. Also, overlaps between the design elements and gamification may exist. Therefore, their suitability for adults, offline and hybrid reflection processes require further investigation.

Art is increasingly used to engage publics on emerging and controversial technologies, but we still know little about what works in art-based engagement and why. To investigate what art can do for public engagement, we systematically reviewed academic work published from 2000 to 2018 about the effect of art on organized public engagement. We used the dimensions of Responsible Research and Innovation as an analytical framework to identify what outcomes are achieved and what processes contribute to those outcomes. The 30 included studies showed that art mainly supported engagement by (1) reaching wider audiences, (2) fueling individual reflection, and (3) making visible how technologies come into being and interact with the world. With due consideration of the risks of instrumentalization, future research should empirically and reflexively investigate the outcomes and methodologies of art-based engagement, especially concerning collective reflection and change.

a faculty of earth and life Sciences, athena Institute, Vu university of amsterdam, amsterdam, the netherlands; b education and competence Studies, Social Sciences group, Wageningen university, the netherlands ABSTRACT E-learning and storytelling approaches can support informal vicarious learning within geographically widely distributed multi-stakeholder collaboration networks. This case study evaluates hybrid e-learning and video-storytelling approach 'TransLearning' by investigation into how its storytelling e-tool supported informal vicarious learning, while it was applied in multi-stakeholder collaborations called 'Regional Ateliers' . TransLearning was meant to supplement learning within RAs about running rural sustainable innovation projects. The e-tools' videostories were thematically coded for content analysis. Stakeholder workshops in which the e-tool was used, as well as gathered user experiences, were transcribed, analysed inductively and juxtaposed. Findings indicate that stakeholders vicariously learned by (1) creative association and (2) collaborative creation of new stories, based on watching individual or multiple videos, respectively. However, the e-tool's learning content seemed rife with conceptual knowledge, indicating an absence of concrete experiences that are essential for rich(er) vicarious learning. Storytelling e-tools developed for vicarious learning in novice collaborations may inherently encounter this. To conclude, hybrid storytelling approaches like TransLearning seem to support informal vicarious learning best if they employ (1) processes in which learners actively co-create content (selection of topics and storytellers), (2) extensive storyboarding (3) and learning facilitators that encourage learners to collaboratively compare videos and think associatively.