I like questions that introduce the student to later topics or to clinical treatments in a context where the student does not need to have deep knowledge of the topic to be able to answer the question. In the example to the right, the student only needs to know that the communication system of cells is membrane receptors. But, the question also launches a discussion on why some viruses are airborne (as they can bind to receptors in cells of the respiratory system). Also, I can discuss the nature of science and genetics noting that 10% of northern Europeans are immune to HIV infection due to being descendants of those who survived black plaque (or perhaps small pox) because they lack the receptor that these pathogens need to infect.
A further example would be to point out to students that a common strategy with cancer therapy is to bombard cancer cells with tiny "bullets" like electrons when using radiation. I then ask what other "bullets" would be available. If the student realizes that electrons are one of the three subatomic particles, they will then think of the other subatomic particles: neutrons and protons. The student is then given the option of protons, protons and neutrons, neutrons. The student might look this up or they might realize from other knowledge on radioisotopes that neutrons are used to destroy tumors as radioactive iodine is used to treat cancer of the thyroid. The student might also look up proton radiation and see that a new form of treatment is to direct protons at tumors. Thus, the base knowledge of the question is simply testing whether the student knows the subatomic particles as electrons, protons and neutrons. But, with a little research or thought, they can tie together subatomic particles with medical treatments. I think the best questions are those that answer the question "why do I need to know this." The student realizes that the instructor is not simply asking questions to set up roadblocks but rather that the instructor is building a foundation for understanding later applications.
Every now and again in teaching, multiple factors come together to create a bit of magic, a paradigm shift where you just feel that your teaching has made a leap. Using LC, the factors are collaboration, research using digital literacy, and critical thinking. LC allows me to teach at a higher level utilizing more applied and relevant questions. My students see the magic too. They see that I am really trying to prepare them for success with the next hurdle in their education.