Learning expeditions and collaborative knowledge research are but a few of the terms used to describe open walked event-based experimentations (OWEEs). Born out of a desire to transcend traditional practices of academic writing and conference attendance, OWEEs seek to create, through action-oriented work and collaborative methods, innovative learning times and novel sharing spaces. In short, to try to "think otherwise" by changing the way we learn. Combining ethnography with more transformative research designs, learning expeditions contribute to the understanding of knowledge production and sharing through a three-pronged conceptual approach (de Vaujany, 2018): 1) corporeal engagement and embodiment through walking and moving within a space, 2) performativity and visuality of public space-time and, 3) assemblage of narratives and engaged texts. Within this theoretical framework, learning becomes a constructed relationship, a process of "making" rather than "imparting." Learning is based on shared practices and supported through web-enabled networked productions and texts. A learning expedition brings together people of different scholarly communities through the exploration of third places (spaces and times that are separate from home and work) and creative workspaces (co-working spaces, makerspaces, fab labs). Bricolages, improvisations and guided visits coexist within a set time and are linked together through the act of walking to, discussing while and sharing online.