Advancements in technology and liberalization of educational opportunities have transformed the knowledge landscape into an emergent innovation incubator, where sense-making and creativity in and for ill-structured environments are especially relevant. In addition, opportunities are often "found" or "made." The quality of solutions, however, is mediated by different conceptualizations of contexts. As such, we need new teaching-learning models which help students to become more effective and creative knowledge builders and creative innovators. In this paper, we present a summary of our prior work towards this objective, our framework and the refined assessment rubric derived from our various studies. Our design factors/scaffolds are: design thinking as design methodology, metacognitive reflective scaffolds and formative assessment as framing technique. We hope our findings can be applied to the learning of Science, Technology, Engineering and Mathematics (STEM) and its variants. Future work may involve its application to MOOCs or Cloud Computing. [For the full proceedings, see ED562093.]