Dr. Abdullah bin Afif was one of the distinguished participants among twenty professionals who eXperienced “FIRSTorg–ADLX Facilitator Journey” — a learning journey designed to prepare facilitators to facilitate six specialized learning journeys. The journeys were redesigned by SeGa Group to align with the FIRST–ADLX methodology.
This journey was part of the “Developing Case Management Skills for Social Workers” project, implemented under the Social Security and Empowerment Agency of the Ministry of Human Resources and Social Development, in collaboration with Arwiqah Company.
Dr. bin Afif facilitated the “Foundational Journey”, one of these learning journeys, in Riyadh, Kingdom of Saudi Arabia, applying FIRST–ADLX framework to create rich, learner-centered eXperiences that embody the project’s vision for professional development and empowerment for the Ministry’s Empowerment Specialists (Social Workers).
Dr. Abdullah encountered various logistical and organizational challenges during the facilitation of this journey, especially with a group of participants who were diverse in their knowledge backgrounds and notably larger in number compared to previous groups (around 30 participants).
The diversity of personas was the most prominent challenge Dr. Abdullah faced during facilitation, which required him to repeat some activities in different ways to ensure interaction from all participants. He also faced difficulties with room setup, as the space was not prepared in advance, which forced him to reorganize it before the session—and even to begin without tables the following day. He also experienced delays in receiving participant lists and ID cards, which affected his personal readiness to get to know the group. Additionally, the delay in printing materials led him to adapt one activity by relying on a participant with neat handwriting.
Additionally, environmental factors such as high temperatures and humidity negatively impacted some participants. However, these circumstances turned into opportunities to strengthen bonds and familiarity among the group, allowing the implementation of the “Social Event” principle. Despite these challenges, Dr. Abdullah noted another hurdle: participants were not fully equipped with the knowledge they were expected to have before the session, requiring extra facilitation effort to ensure their readiness to participate effectively and achieve the learning outcomes.
Nevertheless, Dr. Abdullah expressed his deep appreciation for the design provided by SeGa Group, which helped him focus on the learner and apply the principles of the framework with awareness. He noted that he began to approach the eXperience as part of himself—not merely a training mission.
Design and Learning Outcomes
Dr. Abdullah chose the FIRST-ADLX framework due to its clear, deep methodology that supports positive, active, and deep interaction among participants. He found that the new design enhanced the flow of the sessions, ensured the logical sequence of activities and learning outcomes, and provided flexible tools that facilitated facilitation and supported meaningful impact. He shared that his focus shifted from merely completing content to living the eXperience in all its dimensions and touchpoints (people and things). This shift inspired him to ask, “Can I live the eXperience?” instead of “Can I finish the content?”
The journey extended over several in-person sessions, during which a diverse set of activities were activated despite the challenges. These were sequenced to fit the participants’ context and energy levels. “Reviewing Actively” was integrated after each learning activity using the fixed reflection questions: What happened? What did we learn? What will we change based on what we learned? (What? So What? Now What?) from day one.
Some of the learning outcomes included:
Attitude Outcomes:
- To feel that he/she is a part of the journey and has an active role in it.
- To develop a sense of social and national responsibility.
Skills Outcomes:
- To participate consciously in the activities and interact effectively with peers.
- To apply the meaning of social and national responsibility.
Knowledge Outcomes:
- To list the aspects of social and national responsibility.
To achieve these outcomes, Dr. Abdullah facilitated a diverse set of learning activities (mini-presentations, simulations, peer learning, educational games, cooperative learning…) and eXperience activities (pre-opener, opener, linking & summarizing, energizers, closure…), all of which were sequenced in a way that ensured the participants’ engagement and active deep interaction throughout the whole journey. Below is one of the activities he facilitated using the RAR model.
Learning Activity: The Big Pen and Ropes Challenge
Among the activities Dr. Abdullah facilitated using the RAR model was “The Big Pen and Ropes Challenge”—a high-energy activity with an attitude learning outcome: that the learner develops a sense of social and national responsibility.
Readiness Increase:
Dr. Abdullah prepared the participants mentally and emotionally by linking the activity to the concept of responsibility as an attitude-based outcome. He then divided them into groups, with each group holding ropes attached to a pen, and invited them to write a meaningful word or phrase through collective coordination. His aim was to reinforce the concepts of cooperation, shared responsibility, and discipline through this game.
Activity Facilitation:
The facilitator moved between teams, supporting them in understanding how to control the pen and coordinate without direct interference, while reinforcing each participant’s sense of responsibility within the group.
Reviewing Actively:
Reflective questions were posed, such as: What did we face? What worked? What would we change if we repeated the experience? These reflections deepened participants’ acquisition of the learning outcome behind the activity.
Applying the Five Domains of the FIRST Framework
F – Focusing on Learner Behaviors:
Dr. Abdullah applied individualization by attempting to engage personally with participants despite the group’s size. He also activated probing and assessing through group activities that included detailed observation, and demonstrated trust in the learner by giving them active roles and adapting activities based on their responses.
I – Interacting within Positive Group Dynamics:
The principle of Social Event was naturally activated through environmental challenges that brought participants together with empathy. The facilitator intentionally fostered a positive, welcoming atmosphere using humor and warm communication, boosting presence and readiness.
R – Reviewing Activities Using the RAR Model:
The RAR model was applied consistently across all learning activities, as demonstrated in the earlier example. It supported deeper engagement and the shift from surface-level interaction to sustainable learning.
S – Sequencing within the Learner eXperience:
Dr. Abdullah praised the logical sequencing of the design and noted that dividing time into learning units helped maintain rhythm. He also paid attention to variation, progression, and concept linkage.
T – Transforming Learning into Real Performance:
This domain was most evident on the final day, when Dr. Abdullah observed the journey’s impact on participant performance. He noted their heightened awareness during activities and expressed interest in transferring this model to online settings. To activate this domain, he facilitated simulation activities and consistently connected learning to participants’ real-world contexts—including during the Reviewing Actively Stages—offering multiple opportunities for reflection on how to apply the experience to improve their own environments.
Conclusion
Dr. Abdullah reflected on the impact of the journey both on the participants and on himself. He observed that participants engaged in the activities with awareness and depth, and expressed satisfaction with the session’s sequence and the diversity of facilitation styles—clear indicators of meaningful learning impact.
On a personal and professional level, Dr. Abdullah shared that his view of his role had shifted: he was no longer the sole source of knowledge but a true facilitator. He noted that he had overcome previous fears about content delivery or falling back into traditional instructional methods. Instead, he found greater ease, confidence, and ongoing self-awareness regarding time management and reflective practice after each session.
At the end, Dr. Abdullah offered a heartfelt message to fellow facilitators, smiling as he simply said:
“Ya ‘Ammi… ‘EEsh! 😊”
(A colloquial phrase meaning “Come on… just live it!”—reflecting the facilitator’s role in fully living the eXperience and helping others do the same.)