Colibri (Collaboration and Innovation for Better, Personalized and IT-Supported Teaching) is a three year project co-funded by the Erasmus + Strategic Partnership, starting in 2014. The project is being carried out by seven academic, two industrial, and one governmental organisation partners from eight different countries [1]. The main objective of the project is enhancing the quality and relevance of the learning offer in education by developing and systematically testing new and innovative approaches, and by supporting the dissemination and spreading of best practices. This is in the focus of increasing labour market relevance of learning provision and qualifications and promoting the take-up of innovative practices in education by supporting personalised learning approaches, collaborative learning, by making use of ICT and Open Educational Resources, and by exploring the use of blended and virtual mobility. The overall idea of Colibri is to implement new and innovative teaching methods, and to establish a Living Lab of students from different universities, study directions and countries/cultures for a systematic testing and evaluation of these methods. An interdisciplinary joint master course on Future Internet Opportunities is part of the Living Lab, followed by 28 students and given by more than 10 different teachers. Both the teachers and the students represent different fields within computer science, electrical engineering, telecommunications, business informatics, management of technology, and entrepreneurship. When organizing the course, we needed to face some of the fundamental challenges of diversity that are also being seen, at a smaller scale, in everyday teaching situations due to student mobility and an increasing amount of students: A) Not all students in the class have the same academic background and B) Students come with different learning styles and traditions. We try to overcome this challenge by using self-assessment activities, Personalized IT-supported teaching approaches, and by practicing collaborative learning even across physical locations. This paper presents the process we followed when developing the course. Complex matters had to be carefully considered when structuring and preparing it, such as remote student group work, blended mobility, and interdisciplinarity. The ideas described may serve as guidelines when preparing similar activities in the future.