Flipped classrooms – these work quite well for undergraduates where you can mandate that they do their homework before they come to class to discuss the problems and challenges. But good luck in getting established practitioners to do this.
Most will turn up to the session with all sorts of rationalizations about being too busy or being called away to other things. In our DynIA project, we found that the trick was to present the homework as introductory cases to solve, while including reminders about the key concepts that will be discussed in the session.
Those who came to the session unprepared the first time found that they were quite disadvantaged in the ensuing discussions. This was reinforced by the facilitators not going back over the key points again during the session, but assuming that all were familiar with them. In subsequent sessions, there was a much higher number who came prepared to tackle the really juicy issues that arose during the session webinar discussions.