• How does learning on location serve the learning goals and objectives for this particular course, major, curriculum, program, or campus initiative?
• Is the learning on location design grounded in (1) student experience, (2) critical reflection and praxis, and (3) partnership and stewardship? (See Learning on Location Framework.)
• Would it be beneficial for the learning on location design to emphasize one or more of these specific practices: writing, walking/movement, and/or engaging the civic?
• Which location(s) might provide experiences that would spark learning, application of course concepts, relationship-building, or place-based affinities?
• Is it important for the instructor or program facilitator to choose a specific location for the group? Or, would it be valuable for students locate their own places or sites outside of the classroom for learning on location?
• How will students and facilitators get there? Will you go together as a group, or will students learn on location individually or in small groups? How might you leverage processes of walking, rolling, dancing or other forms of movement in between places as meaningful parts of an embodied learning process?
• When will you go, and how long will you be on location? How will you use your time on-site? How might written or spoken reflections before, during, and after the site visit prompt critical reflection and praxis?
• In order to leverage our limited time in places outside of the classroom and to work towards valuable course learning, what do students need to know about, prepare for, or complete before, during, and after their learning on location experience(s)?
• How can you ethically assign learning on location in ways that actively support diverse learners in the course or program? How will the experience challenge all students to confront assumptions and learn from differences or injustices that may be observed or experienced when learning on location?
• How might individual, small group, and whole-class activities such as critical reflection, discussion, and partnership with students help achieve a more inclusive learning on location experience?
• Which educator roles might be most fitting for the facilitator/educator during learning on location: the facilitator, the subject-expert, the evaluator, or the coach (see Kolb & Kolb, 2017)?
• What advance steps need to be taken—such as pre-walking routes, preparing guides, or scheduling tours—to curate meaningful learning on location experiences?