Society's use of increasingly complex information technology is, in a long-term perspective, shaped by the way we train our future designers and developers of information systems. By preparing students for practice on the field, in complex use-contexts, we aim to help student's bridge theory and practice, thereby helping them incorporate procedural knowledge and reflective practice in their skill repertoire. This paper presents a new course structure founded on active, contextual, and peer-based formative learning. Based on student and teacher reflections from two implementations of a course in Interaction Design, we find that our approach enhances the students' understanding, and assimilation, of the reflective aspect of interaction design practice.