**4. Discussion**

This case study illustrates some of the ways that plural forms of social learning (processes and outcomes) can unfold through a TD coproduction effort, produced through interactions with social practice elements like diverse materials, meanings and competences. Such elements supply the raw resources for sense-making, challenging assumptions and producing new collective understandings and are simultaneously changed by the social learning processes of dialogue, reflexivity and experimentation; learning is taken up in human bodies (manifest in new practices), learning shifts meanings and learning foments new skills. Out of the mutual dynamism of this relationship comes the emergent properties of trust, commitment and reframing, which in turn have the potential to produce social learning outcomes like new relations, knowledges or actions, which may be taken up in broader social units via network effects. By creating discursive space for the exploration and deep engagement with contested notions of sustainability, entwined social learning and TD coproduction efforts operate as a powerful means of responding to sustainability challenges and conceiving of new pathways for transition.

Understanding that TD coproduction and social learning are in a tightly bound coevolutionary relationship offers two important insights. The first is that investing in social learning approaches, such as hiring skilled facilitators, allowing sufficient time for dialogue, thoughtfully prompting reflexivity and creating opportunities for experimenting with new ideas and learning by doing, not only supports social learning but also improves the participatory experience for TD coproduction participants. It does so by carving out space for them to feel heard, to more meaningfully relate to one another, to learn and grow and to see their ideas come to life. In the case study discussed here, the continual dialogue between coproduction participants regarding their respective evaluation capacities, needs and preferences fed an ongoing cycle of iteration (experimentation and innovation) in both the content (evaluation principles and criteria) and format (question type, online or in-person) of the evaluation framework. The group provided critical feedback on each framework iteration and prompted researchers to be reflexive, particularly in terms of using language that reflected practitioner, rather than academic, preferences. Over the course of the TD coproduction effort, reflexivity drove an exploration of how the evaluation framework might go beyond measuring a set of evaluation principles and criteria embodying them. For instance, efforts were made to ensure the framework not only measured accessibility in interventions being evaluated but was itself accessible by being cost-free and offered in multiple formats. While learning was occasionally frustrated during this TD coproduction effort, a result of deficiencies in facilitation and an initially inhospitable meeting space, these challenges were, for the most part, overcome by coproduction participants seeing their contributions reflected in the evaluation framework. This helped to grow trust between participants and commitment to the effort, which allowed for the reframing that saw this framework reimagined as a platform for a learning community of co-mentors. In short, social learning approaches deepened the degree of participation in the TD coproduction effort, and that participation in turn deepened the learning processes and outcomes that occurred.

The other key insight that emerges out of this analytical framework is the value, from a social learning perspective, of first of all, diversifying the materials, meanings and competences constituting the TD coproduction effort and secondly, mediating the inevitable conflicts and challenges that arise with such diversity. One method for ensuring efforts are rich with diverse individuals, ideas and values and are supported in engaging deeply with the differences such diversity brings is through the evaluation framework developed in the case described here. This framework offers a set of design considerations for new interventions and guideposts for existing interventions to steer in the direction in service of the greater climate or sustainability aims driving the effort. By embedding social learning approaches like dialogue and reflexivity into the assessment criteria of the evaluation framework and experimenting with innovative approaches for mentorship and sharing of learning across a community of framework users, this approach to evaluation helps to operationalize social learning. Indeed, the potential for a community of practice [56] to enable its members to share and learn through a series of interactions, "thus reflecting the social nature of human learning" [57], has generated much

enthusiasm for this prospect amongst project participants, researchers and others in the region's climate action and social innovation space. More work is, however, needed to ensure fruitful germination of this idea and directs future research as discussed below.

In the case study detailed here, the group of coproduction participants held very different perspectives on evaluation and related terminology as well as had varying competences with evaluation (a result of participants' varying experiences in different sectors or settings, including municipal, nonprofit and academic). This generated some confusion and frustration amongst the group early on. Yet this tension represented a creative challenge rife with learning potential that ultimately spurred efforts to not only clarify language but to design the framework with enough flexibility to accommodate vastly different evaluation needs and competences. The end result is an evaluation tool that takes multiple material forms (as a relational learning network and in-person and online survey) and connects evaluation users with different competences, ideas and values in order to enrich learning, both in the context of their individual interventions and across an entire region's climate action space.

By embedding the SPT perspective and approaches articulated in the social learning analytical framework into the evaluation framework, both in terms of the criteria used to assess interventions and in the evaluation experience itself, a deeper understanding of social learning and social practice theory—gleaned in part by a learning by doing experience—might be imparted in evaluation users and help their respective interventions. Evaluation of this kind could become part of the design considerations for new small-scale sustainability interventions as well as offer important guideposts for existing interventions, potentially helping them learn and better interpret their practices such that they may eventually scale their efforts or better realize their climate or sustainability aims.

Future research should also carefully consider how this approach to evaluation might be implemented in the absence of researchers and within different funding parameters. The cocreation of the tool was resource-intensive, and its uptake by funders and organizations will require commitment and resources. However, mentorship across a learning community and open-source technologies might help to overcome some of the cost burden to ensure this kind of evaluation is accessible and continually improves.
