more engagement

Kearsley and Shneiderman (1998) assert that for learners to be truly engaged in their learning in an Information Communication Communication (ICT) learning environment they need to RELATE to a real-world, authentic problem scenario that is messy and ill-structured. They need to, in small teams, CREATE solutions to this problem and then DONATE the solution back into the real world. While this theoretical perspective has strong links to pedagogical approaches like Problem-Based Learning (PBL) and Authentic Learning environments, it is the DONATE aspect that sets it apart from the other approaches.

There is really only one way to learn how to do something and that is to do it. If you want to learn to throw a football, drive a car, build a mousetrap, design a building, cook a stir-fry, or be a management consultant, you must have a go at doing it. Throughout history, youths have been apprenticed to masters in order to learn a trade. We understand that learning a skill means eventually trying your hand at the skill. When there is no real harm in simply trying we allow novices to "give it a shot."

Parents usually teach children in this way. They don't give a series of lectures to their children to prepare them to walk, talk, climb, run, play a game, or learn how to behave. They just let their children do these things. We hand a child a ball to teach him to throw. If he throws poorly, he simply tries again.
Recent research suggests that the electronic learners of today respond well to this style of learning. It can be seen to link to playing computer games, where through trial and error, the learner finds out not only how to do something, but also how not to do things.