This chapter reports on the innovation that aimed to increase student motivation and to help students achieve higher-order learning outcomes (Krathwohl 2002). Specifically, my colleagues redesigned the course following the logic of constructive alignment, changed its content to be more appealing and students were invited to participate more actively both in and outside of the classroom. In the context of departmental teaching, this innovation provided a new approach centred on student learning. Its novelty was that students presented the ongoing results of their work and reworked their assignments based on feedback from their teachers and peers alike. There was an increased emphasis on the applicability of the results of students’ work. Therefore, students developed competences in line with the current demands of the labour market, such as the ability to present the results in a concise, understandable and interesting way. Students’ feedback and my observation on seminars suggested that the innovation largely met its goals. Notwithstanding the need for further improvements, the innovation was successful and can serve as a starting point when redesigning another course—whether it be at our university or elsewhere.