Introduction:
Mr. Hisham Yassin holds a master’s degree in computer and communications engineering. He moved into the field of education and became the head of the Educational Programs Department in one of the Islamic associations in Lebanon after experience in aviation (air travel) project management.
Mr. Hisham organizes and coordinates programs that focus on youth and on employing technology in service of social values. He learned about FIRST-ADLX Framework through the FIRSTedu Journey, which he joined about a year ago.
Participants in the journey Mr. Hisham is sharing with us faced a challenge in dealing with the Internet, as its effects were not clear to them. This led to the need to discuss the following question:
Are we for or against the Internet, and how can we balance its benefits and harms?
There were conflicting opinions and confused ideas about how to use these technologies in a conscious and balanced way.
Participants in the learning journey came from educational and community institutions in various regions of Lebanon. Their ages ranged from 12 to 25 years, both male and female, totaling over 50 participants. They had wide and diverse access to technological means, which helped maintain their engagement throughout the journey.
Design of the Journey:
Mr. Hisham chose FIRST-ADLX Framework because it provides an organized methodology that gives both the facilitator and the learner an Active Deep Learner eXperience. What distinguishes this framework is its integration, flexibility, and the variety of interactive modes it offers, suiting different types of learners.
Learning Outcomes:
Attitude Outcomes:
• To be aware of all aspects of the impact resulting from Internet use.
• To realize the importance of dealing with the Internet and modern technologies objectively.
Skills Outcomes:
• To enhance persuasive skills based on argument and evidence.
• To prioritize effectively.
• To develop the skill of seizing opportunities and avoiding harms.
• To master the skill of verifying information using artificial intelligence.
Knowledge Outcomes:
• To list the indirect effects of involuntary dependency on the Internet.
• To identify weaknesses that some people might imagine they have because of the Internet.
• To list ways to use the Internet for spreading good.
Parallel Outcomes:
• To master constructive dialogue and acceptance of others’ opinions.
• To view modern developments objectively and with openness.
Performance Outcomes:
• To use the Internet with awareness of its impact on thought, behavior, and social relationships.
Sequence of Activities:
Mr. Hisham designed a learning session that included a variety of learning and experience activities. He ensured diversity between movement, thinking, discussion, video, and reflection to align with learners’ energy and interest levels.
- Opening Activity: Group Brainstorm – Internet Benefits (5 min)
- In multiple groups, each team listed the benefits of the Internet, with a volunteer assigned to record inputs.
- Group Brainstorm – Internet Harms (5 min)
- Using the same approach, each group reviewed the main harms of the Internet.
- First Debate Activity (5 min)
- In pairs, each person adopted a specific viewpoint and tried to convince the other, assessing the strength of arguments.
- Video Activity – Information Manipulation (5 min)
- Participants watch a video showing how information be manipulated, then write down key lessons learned.
- Mental/Physical Energizer – Copying Images from Memory (10 min)
- Two participants memorize specific images and reproduce them on the board as an exercise in focus and memory.
- Out-of-Context Information Activity – Example: Verses about Fighting (5 min)
- Participants discuss the effect of taking information out of context and draw the relevant lessons.
- Implicit Information Guidance – From the Prophet’s Biography (5 min)
- Participants present an example from the Prophet’s life and discuss the impact of indirect guidance of information.
- Trends Activity (5 min)
- In groups, participants mentioned five trending topics that surprised, amused, or inspired them to imitate.
- Pretending Activity – Role Play (10 min)
- Participants present a scene showing fake behaviors influenced by trends, then analyze the hidden messages.
- Video Activity – Normalizing Mistakes (10 min)
- Participants watch a video showing unconscious influence, followed by a discussion of the key takeaways.
- Second Debate – Comparison with the First (5 min)
- Participants Repeat the exercise with new arguments and extract differences and lessons.
- Closing / Linking and Summarizing Activity – Comprehensive Comparison (10 min)
- Participants Compare the benefits listed at the beginning with the harms identified at the end through a collective summary activity.
Learning Activity Using the RAR Model:
In the Trends Activity, participants were asked to mention five popular Internet trends that surprised, amused, or persuaded them to imitate.
Readiness Stage:
Groups were randomly selected, ensuring diversity within each. This helped break the ice and spark enthusiasm. Mr. Hisham provided clear instructions and checked for understanding.
Activity Facilitation Stage:
Each team mentioned five trends and shared them with everyone. They discussed with a sense of fun, analyzing the psychological, social, or cultural impact behind each trend. This activity stimulated recalling real-life experiences and helped learners connect digital behaviors to their daily lives. The facilitator monitored discussions, encouraging participation and interaction.
Reviewing Actively Stage:
The facilitator extracted key points from the discussion, then re-asked: “What can influence us without us noticing?” Participants wrote their reflections on the board, which were summarized and linked to the underlying values and behaviors.