This paper presents a social experiment (2016–2018) on an experimental farm station (eastern France), certified in organic farming since 2004, to support the agro-ecological transition by exploring new ways of producing, capitalising and sharing knowledge and experiences. One thousand participants (students in technical programmes and higher education, farmers and Agricultural Knowledge and Innovation System actors) were received to discover and exchange on the autonomous farming system experiment with the practitioners. A learning device mixing innovative learner-centred approaches (phenomenology, dialogue, problem based learning, tactile space, etc.) was de signed, implemented and evaluated. The farm practitioners drew on different resources (storytelling, photos, facts and figures, graphs, markers, indicators from everyday life), and various situations to reflect environmental and work conditions (fields, nearby animals, the milking parlour). A diversity of knowledge, values and experiences were presented, as well as pragmatic research, science in the making, living, unpretentious to restitute complexities, variabilities and uncertainties inherent to autonomous farming system. The issues focus more often on the process, experiences and changes in visions and attitudes than on numbers and figures that are site specific. Intellectual, social, technical and material pathways are made visible and reveal unresolved issues, difficulties, mistakes and unexpected levers, seen as potentially useful resources for diverse end users. The farm station, as a tactile space where knowledge is embedded and embodied, nurtures new intelligibilities. The study shows interesting learning outcomes among participants, who leave with increased knowledge on autonomous farming systems. On evaluation forms, 65% of the respondents declared that they intended to use the knowledge gained.