Introduction
Ms. Rana Al-Abdallah is a mother of two children from Lebanon. She holds a bachelor’s degree in Social Sciences. She works as a sales representative for several companies. She chose to apply FIRST-ADLX Framework in an introductory session aimed at familiarizing a group of women with products derived from medicinal herbs, their benefits, and their methods of use. The session included a group of women between the ages of 21 and 45.
Learning Design Overview
Ms. Rana chose FIRST-ADLX Framework because of its ability to create impact across various contexts, not only within traditional learning environments. She found it to be effective for building trust, organizing interaction, and transforming learning about medicinal herbs into practical, real-life application among participants.
She selected medicinal herbs as the topic of the session, which consisted of a number of learning activities and eXperience activities and lasted for fifty minutes. She designed the following learning outcomes:
Learning Outcomes
Attitude Learning Outcomes:
- To develop willingness to use medicinal herbs as a remedy for certain problems.
- To build confidence in the ability of medicinal herbs to contribute to solving some health-related issues.
Skills Learning Outcomes:
- To use medicinal herbs correctly and appropriately.
Knowledge Learning Outcomes:
- To list the steps for proper use.
- To identify the reasons that may lead a person to need these herbs.
Performance Outcomes:
- To continue using medicinal herbs in daily life as a means of addressing various challenges and concerns.
Applying the RAR Model
In one of the learning activities, Ms. Rana drew attention to specific issues experienced by the participants, such as facial skin concerns. She then initiated a discussion about skin-related problems in general, which encouraged participants to share their own personal experiences.
Readiness Increase
Ms. Rana explored each participant’s concern indirectly and began eliciting participants’ views about possible causes and the recommendations they had previously heard regarding the issue. This helped prepare them to engage in the discussion based on their own experiences and needs.
Activity Facilitation
Participants listened to stories of previous individuals who had experienced similar concerns. They then worked in groups to analyze the problems, explore possible solutions, and draw lessons from these experiences. Throughout the activity, Ms. Rana maintained the flow of the discussion and encouraged participants to express their experiences and compare what they heard with situations from their own daily lives.
Reviewing Actively
Reviewing Actively was built around three key questions: What did you notice? What does it mean to you? What will you do next? These questions helped participants move beyond simply listening to stories and experiences toward understanding their significance and considering how they could benefit from them when using medicinal herbs appropriately in the future.
The Five Domains of FIRST-ADLX Framework
Focusing on the Learner
Ms. Rana activated this domain by approaching each participant’s needs individually. She used each participant’s name, listened attentively to her concerns, and focused on the uniqueness of her situation and previous experiences. The principle of Probing and Assessing was reflected through exploring participants’ prior knowledge regarding the causes of various issues and the common recommendations associated with them before introducing appropriate uses of medicinal herbs. Trust the Learner was demonstrated by providing participants with space to share their experiences and concerns and by valuing those contributions as an important entry point for learning.
Interacting within Positive Group Dynamics
Ms. Rana created a warm and welcoming environment among the participants and used authentic examples to support her explanations. This made the dialogue highly interactive and more closely related to human connection than to product promotion or simple information sharing. Such an atmosphere fostered trust and psychological safety, encouraging participants to discuss their concerns openly while maintaining attention through connecting the discussion to real-life needs and experiences.
Reviewing Activities Using RAR Model
Ms. Rana applied the RAR model by first preparing participants emotionally and mentally, then facilitating dialogue through active participant involvement in analyzing problems and solutions, and finally helping them derive meaning and conclusions from the activity. Reviewing Actively was not merely a summary of what had taken place; rather, it provided an opportunity for participants to reflect on what they had noticed, what it meant to them, and how it could influence their future behavior regarding the use of medicinal herbs.
Sequencing within Learner eXperience
The sequencing was evident in Ms. Rana’s progression from identifying the problem to diagnosing it, then presenting possible solutions, and finally establishing an ongoing follow-up relationship. This gradual progression contributed to the clarity and flow of the session. Rather than beginning with solutions, she started from the participants’ realities and concerns, then built the discussion, explanations, and follow-up process around them. Connecting previous stories with participants’ current experiences also reinforced meaning and made the learning more relevant to their daily lives.
Transforming Learning into Performance
Through continuous follow-up, participants developed trust not only in medicinal herbs but also in Ms. Rana herself. They shared their experiences with others and spoke positively about them, contributing to the sustained use of medicinal herbs and encouraging others to use them as well. This reflected a transformation from simply acquiring knowledge about herbal products and their benefits to applying that knowledge in everyday life and influencing others within their communities.
Conclusion and Reflection
Ms. Rana notes that participants’ feedback was largely characterized by appreciation and gratitude due to her attention to detail, ongoing follow-up, and continuous encouragement to adhere to the recommended use of medicinal herbs. This experience demonstrated to her the power of FIRST-ADLX Framework in building mutual trust between the facilitator and participants.
Through her story, Ms. Rana emphasizes that FIRST-ADLX Framework is not limited to educational institutions. Rather, it is a methodology that can be applied in any setting that seeks to create positive and meaningful impact.