-        Iterative modeling and refinements (This allows users to understand, track and alter the rationale behind the model.)

-        Identification of anticipated impacts of a tsunami, and 

-        Identification of adaptation strategy efficacy via scenario results.

l. Individual reflection demonstrated single-loop learning,

ll. Group discussion demonstrated double- and triple-loop learning around:
- potential reasons for the varying success of different strategies at achieving the desired results; and
- iterative revision of the disaster action plan based on the new awareness, understanding and knowledge generated

Through this, the uncertainty they were facing became more manageable, because the mapping process helped conceptualize the relationships between risks and quantify measurements to reduce those.

Henly-Shepard, S., Gray, S. A., & Cox, L. J. (2015). The use of participatory modeling to promote social learning and facilitate community disaster planning. Environmental Science & Policy, 45, 109-122.

-        Participatory mapping allows for (in this case risk and adaptation) components to be freely chosen and debated by participants

-        This approach accommodates diverse knowledge sets, real-time modification of the model through discussions and consensus-building (Gray et al., 2014), 
-         It is time and resource-efficient (van der Wal et al., 2014).

-        The need for diverse expertise

-        The inability to weigh individual components or relationships,

-        Requires expert facilitation (including having different stakeholders participate) that is aware of the different power dynamics between groups of people

-        Construction of mental models in small groups is time-consuming

-        Building consensus around complex community socio-ecological systems can be daunting

-         the committee to represent the communities’ dynamic nature, 

-        run tsunami hazard scenarios to quantify potential direct and indirect effects, and 

-        explicitly compare trade-offs of competing adaptation strategies. 

The disaster planning committee’s model representations were enhanced through consensus dialogue, mapping, and revisions, indicating that social learning occurred, across individual to institutional levels, and over short to long-term time scales.