I. Introduction
About the Facilitator and the Participants
Mr. Osama Al-Sayed Ahmed is from the Arab Republic of Egypt. He works as an assistant teacher at the Faculty of Nursing and also teaches a number of Islamic sciences in some of the mosques in the city where he resides in Matrouh Governorate. He implemented this learning session with a group of six to eight male learners between the ages of 16 and 25. Their learning preferences varied among auditory, visual, and kinesthetic approaches.
The Challenge
The learning session focused on teaching Fiqh Rules, a subject consisting of a number of general rules that govern many islamic issues and branches and contribute to organizing the different areas of Fiqh. The learning was based on the text Al-Qawa‘id Al-Fiqhiyyah (Al Fiqh Rules) by Sheikh Al-Sa‘di, with a focus on making these rules more accessible and connecting them with practical applications in learners’ lives.
II. Learning Design Overview
Why FIRSTis-ADLX Framework?
The journey was designed according to FIRSTis-ADLX Framework, and the facilitator started by designing the holistic map of the journey, including the learning outcomes and the learners’ current status in order to reach the desired outcomes. The journey was designed in a way that considered gradual progression in learning, interaction among learners, and the connection between knowledge and practical application.
Learning Outcomes
Attitude Learning Outcomes
- To sense the importance of learning the Fiqh rules,
- To appreciate applying them in real life.
Skills Learning Outcomes
- To apply Fiqh rules to different areas of Fiqh,
- To use these rules in daily life, such as in transactions, buying, and selling,
- To develop logical thinking and broaden perspectives by integrating different fields of knowledge.
Knowledge Learning Outcomes
- To show understanding of the importance of Fiqh in our lives,
- To list Fiqh rules,
- To identify the five major universal Fiqh rules,
- To identify the areas of Fiqh in which these rules can be applied.
Performance Outcomes
- To develop the learner’s ability in understanding contemporary fiqh issues and judging what may be appropriate for emerging situations.
Learning Session Summary
The facilitator began by designing the holistic map including the learning outcomes, followed by identifying the learners’ current status in order to reach the transformative status. During the synchronous session, an opener was then implemented in the form of a puzzle about the components of the “Fiqh house.” This was followed by a learning activity to clarify the meanings and uses of Fiqh rules, then an energizer, followed by a linking and summarizing activity of what had been experienced. The session concluded with a closure activity.
III. One Learning Activity Using the RAR Model
Readiness Increase
At the beginning of the cooperative activity, the facilitator prepared the learners by sparking their interest—explaining that each group would be responsible for a specific part of the content and that its members would hold the title of “experts” in that section. This boosted their motivation to participate and their readiness to take ownership of their learning. The facilitator then divided the learners into groups, each representing a team of experts in a designated portion of the material.
Activity Facilitation
The members of each group collaborated to read and understand the Fiqh rules, then simplified and explained them to the other groups. This facilitated knowledge sharing among all participants, giving every learner the opportunity to learn while simultaneously helping others learn.
Reviewing Actively
After the activity concluded, the facilitator gave the learners the opportunity to provide feedback and share the key insights they had gained about the Fiqh rules. They then discussed how to apply these rules in real-world scenarios, which reinforced learning, solidified core concepts, and connected them to practical real-life situations.
IV. FIRSTis-ADLX Domains in Action
F – Focusing on Learner Behaviors
This domain was applied by using the learners’ names, giving them opportunities to participate in choosing how they would learn, and listening to their different opinions. This strengthened their participation and their sense that their contributions were valued throughout the learning session.
I – Interacting within Positive Group Dynamics
This domain was activated by dividing learners into Expert Groups, with each group studying a set of Fiqh rules and then explaining them to the other groups. This strengthened cooperation and the exchange of expertise among all participants.
R – Reviewing Activities within RAR
This domain was applied through the cooperative activity. Learners were first motivated by being given responsibility for a specific part of the content. Each group then studied its assigned part, exchanged expertise with the other groups, and finally provided feedback on the most important points that had been studied and how they could be applied in real life.
S – Sequencing within Learner eXperience
The session followed this sequence: an Opener, followed by a Learning Activity, then an Energizer, then a Linking and Summarizing Activity, and finally a Closure Activity. This domain was activated through the design and coherent arrangement of a series of learning and experience activities which were sequenced to flow seamlessly, helping the learner draw connections, acquire concepts and skills, and cultivate emotional and attitude learning outcomes.
T – Transforming Learning into Performance
This domain was applied by connecting the Fiqh rules with real-life situations and providing examples of how they could be used in daily life. Each learner was also invited to share a real example illustrating how one of these rules could be applied.
V. Conclusion
Impact of the FIRSTis-ADLX Framework on the Facilitator
The facilitator commented saying, “I felt more comfortable while facilitating the session and noticed a clear increase in learners’ responsiveness and interaction. One of the most important conclusions I reached was that active deep learning increases readiness, reduces monotony and boredom, and enhances the effectiveness of learning. I also came to believe that this approach (ADLX-Active Deep Learner eXperience) deserves wider use because of its clear impact on improving learners’ level of learning.
I also noticed a significant difference compared with my previous practices. Previously, most of the effort during the session was carried by the facilitator, and maintaining learners’ concentration for long periods was difficult. With this framework, the greater effort became concentrated in the preparation stage, while the facilitation process itself became smoother and more interactive.’
Impact of the FIRSTis-ADLX Framework on the Learners
The learners noticed a clear difference in the learning approach, which had a positive impact on their attention and concentration. One of their comments was: “Why did we not learn this way before?”
Their level of academic achievement also became higher than before to the extent that they no longer needed to make a significant effort to review it after the lessons ended.
Interacting within Positive Group Dynamics, Focusing on Learner Behaviors, and Transforming Learning into Performance were the most impactful domains.
In conclusion, Mr. Osama expresses his gratitude to those who facilitated the learning journey during which he experienced the FIRSTis-ADLX Framework, and its application within his work environment, noting the positive deep impact this framework has had on his own facilitation practices as well as those of his colleagues.