Tertiary institutions are migrating away from didactic and teacher-centred approaches, and instead, pivoting to lesson designs that encourage hands-on learning and student engagement. However, this practice is often "try and see", with few frameworks providing evidence-based approaches for practical application that demonstrates how learning can be successfully achieved. The literature supports foundational concepts that can be applied to develop effective learning environments, where students become producers, rather than consumers of course content. The CRAFTS framework outlines the benefits of focussing on: Create, Relevant, Accessible, Fun, Tailored and Scholarly activities and interventions to guide and facilitate student learning. This article presents the framework, an example application of its employment within a tertiary health science and medicine subject, and an evaluation of its effectiveness. For educators wishing to engage students in learning methods that extend beyond traditional didactic teaching delivery modes, and instead, focus on learner-centred approaches, this framework embeds the concepts of creativity, relevance, accessibility, and fun into sessions that can be tailored to the individual learner and are scholarly in nature. In these ways, the CRAFTS framework presents a robust and evidence-based approach to encouraging hands-on learner-generated content that can be used for knowledge consolidation in a tertiary course.