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At the start of a course, ask students to introduce themselves along with a "fun fact" or short story that reflects their learning style or learning goals.

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Have students contribute links, tools, or examples they’ve found useful, building a collective “resource library.”

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Present a short case or scenario (real or fictional) and ask students to identify the central problem, analyse possible solutions, and defend their preferred approach.

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Ask students to find a recent news story related to course themes and explain how it illustrates key concepts.

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Have students describe how they might apply course theories to a real workplace or disciplinary context.

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At the end of a unit, ask: “What was your biggest takeaway from this module, and how might it shape your future learning?”

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Have students assume roles (e.g., policy maker, scientist, community leader) and respond to a scenario from that perspective.

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Assign each student a concept or reading to explain in their own words, then ask peers to ask clarifying questions.

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Provide two articles or viewpoints on a topic and ask students to compare and contrast, identifying strengths and weaknesses in each argument.

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Pose a controversial statement (e.g., “Artificial intelligence will do more harm than good for society”) and ask students to argue for or against, then respond to someone on the opposite side.

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Pose a practical challenge (e.g., “Your team is designing a community health intervention…”), and ask students to collaborate on possible solutions.

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Have students share what concept was most confusing to them and respond to peers with resources, explanations, or examples.

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Ask students to reflect on how a concept or theory resonates (or conflicts) with their own experiences.

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Ask students to post an image, diagram, infographic, or short video they created that represents a concept (e.g., a concept map).

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Pose a speculative question such as “What might this field look like in 20 years?” and encourage creative but grounded responses.