I. Introduction
About the Facilitator
Mr. Ali Zain Al-Abideen is from the Syrian Arab Republic and currently resides in the United Arab Emirates. He designed and facilitated this Learner eXperience with a group of ten male learners between the ages of 5 and 13. The learners were characterized by their love of movement and active participation.
Mr. Ali explains that his application of the FIRSTis-ADLX Framework is still in its early stages. In this learning journey, he worked on activating its domains while designing and facilitating an experience aimed at developing learners’ awareness of the responsible use of social media and connecting this awareness with Islamic values.
Participant Context
The learning journey involved ten male learners between the ages of five and thirteen. They were energetic and enjoyed movement and active participation, which required the facilitator to diversify the activities and approaches in ways that responded to their characteristics, interests, and preferences.
II. Learning Design Overview
Why FIRSTis-ADLX Framework?
The facilitator used FIRSTis-ADLX Framework to build a more interactive and structured learning journey that considered learners’ needs, diversified learning approaches, and connected knowledge with practical application. Particular attention was given to ensuring the participation of all learners and developing their awareness.
Learning Outcomes
Attitude Learning Outcomes
By the end of the learning journey, learners would be able:
- To develop a sense of responsibility toward the content they watch on social media platforms.
- To appreciate the importance of positive role models and develop a desire to follow positive examples online.
- To recognize the importance of avoiding inappropriate accounts.
Skills Learning Outcomes
By the end of the learning journey, learners would be able:
- To evaluate and classify digital accounts as appropriate or inappropriate.
- To develop decision-making skills in determining the accounts they would actually choose to follow.
Knowledge Learning Outcomes
By the end of the learning journey, learners would be able:
- To identify different types of social media platforms and useful, appropriate accounts.
- To identify the influence of short videos on digital behavior.
- To list the appropriate foundations and guidelines for using social media safely and beneficially.
Parallel Learning Outcomes
By the end of the learning journey, learners would be able:
- To develop thinking and memory skills.
- To strengthen summarizing and presentation skills.
Performance Outcomes
By the end of the learning journey, learners would be able:
- To demonstrate personal commitment to following beneficial accounts that do not conflict with Islamic values.
Learning Journey Summary
The learning journey focused on the responsible use of social media. It began with an Opener titled “Memory Card Puzzle,” followed by a learning activity using a short film about positive role models. This was followed by an activity introducing social media platforms, then an activity about inappropriate accounts, followed by an activity introducing useful educational and entertainment accounts.
After that, the facilitator facilitated a Learning and Summarizing activity, and concluded by an activity focused on transforming learning into real performance by inviting learners to identify the accounts they would commit to following after the session.
III. One Learning Activity Using the RAR Model
Learning Activity: Useful Educational Channels
Readiness Increase
The learning activity titled “Useful Educational Channels” began with the facilitator preparing the learners through the “Memory Card Puzzle.” The puzzle stimulated their curiosity and encouraged them to become ready to participate and engage with the topic of the activity.
Activity Facilitation
The facilitator presented a selection of useful educational channels. Learners were invited to think about the content of each channel by looking at its logo and responding to questions such as: “In your opinion, what does this channel contain?” “What is it mainly about?” and “Who is this channel for?”
Through these questions, learners were given opportunities to participate in analyzing the content and interacting with it.
Reviewing Actively
After the activity facilitation, the facilitator drew out what the learners had learned, strengthening their awareness of the importance of choosing the content they follow carefully.
IV. FIRSTis-ADLX Domains in Action
F – Focusing on Learner Behaviors
This domain was activated by addressing learners by their names and using reinforcement approaches that suited the preferences and characteristics of individual learners. The facilitator also selected learning approaches and strategies that considered individual differences and learners’ interests.
I – Interacting within Positive Group Dynamics
This domain was activated through Peer Learning and by dividing learners into groups in which each member had a specific role. Each group also received appropriate reinforcement, which contributed to strengthening cooperation and positive interaction among the learners.
R – Reviewing Activities within RAR
The RAR Model was applied in different learning activities including the “Useful Educational Channels” activity. Readiness Increase was supported through the “Memory Card Puzzle.” During Activity Facilitation, educational channels were presented and their content was discussed based on their logos. During Reviewing Actively, questions were used to strengthen learners’ understanding and enhance their ability to distinguish between appropriate and inappropriate content.
S – Sequencing within Learner eXperience
The session began with an Opener titled “Memory Card Puzzle,” followed by a learning activity using a short film about positive role models. This was followed by an activity about social media platforms, then an activity titled “Harmful Accounts,” followed by an activity about useful educational and entertainment accounts.
A Linking & Summarizing Activity that included a summarizing question was facilitated. Finally, the next-step activity invited learners to identify the accounts they would be committed to following after the session.
Throughout the learning journey, the facilitator used questions, images, visual materials, dialogue, and discussion. This helped maintain the coherence and flow of the session and contributed to activating this domain.
T – Transforming Learning into Performance
The facilitator activated this domain by asking learners at the end of the session: “Which of the previous accounts will you follow?”
The purpose was to transfer learning into practical application in their daily lives by encouraging them to choose appropriate content to follow.
V. Conclusion and Impact
Impact of the FIRSTis-ADLX Framework on the Facilitator
Applying the FIRSTis-ADLX Framework gave the facilitator greater clarity of vision before the facilitation process and highlighted the importance of designing the learning journey before implementing it. One of the main insights he gained was that good design comes before facilitation and forms an essential foundation for its success.
He also noticed a clear difference compared with his previous practices. This difference was reflected in developing a more holistic and human-centered view of each learner, placing greater focus on the learner, strengthening interaction, and attending to other elements that contribute to an integrated learning process.
Impact of the FIRSTis-ADLX Framework on the Learners
The learners responded with enjoyment and awareness, and they demonstrated happiness and energy while participating in the activities. One of the most noticeable impacts observed by the facilitator was an increased awareness of content and sources, together with an improved ability to choose accounts that provide useful and purposeful content.
Impact on the Community
The impact of the Learner eXperience was also reflected in feedback received from parents. They reported an increase in the learners’ affection for their teacher, their enjoyment of learning, and their interest in following the educational and developmental accounts introduced during the session.
In conclusion, the facilitator expressed his appreciation to everyone who contributed to his journey of experiencing the FIRSTis-ADLX Framework, including the administrators and those responsible for supporting the journey, and extended his thanks and appreciation for their efforts.