The relationship between Agile and project management (PM) has fundamentally changed over the years. What were once seen as competing approaches are now integrated into a single capability: delivering value in complex, fast-changing environments. Market volatility, rapid technological change, and evolving workforce expectations have forced a shift in how work gets done. Organizations that rely solely on traditional PM struggle to adapt. Those who adopt Agile practices without changing how they think and operate fall into what many call “Agile theater.” 

If you’ve been following headlines about artificial intelligence, you’ve probably seen two extremes: AI is either going to eliminate jobs at scale, or it’s going to unlock unlimited productivity. Neither of those narratives is particularly useful if you’re actually responsible for delivering work. 

Artificial Intelligence (AI) is increasingly integrated into educational and workplace learning environments. Within instructional design and human performance technology (HPT), AI tools offer scalable mechanisms for personalization, automation, analytics, and accessibility. When viewed through the lens of Universal Design for Learning (UDL), AI has significant potential to operationalize flexibility at scale. UDL emphasizes proactive design for learner variability (Meyer, Rose, & Gordon, 2014). AI technologies—particularly adaptive learning systems, generative AI tools, learning analytics platforms, and intelligent tutoring systems—can help designers implement UDL principles more dynamically than static course design alone.

Universal Design for Learning (UDL) is an educational framework grounded in cognitive neuroscience and inclusive design principles that aims to improve learning for all individuals by proactively reducing barriers to learning. Developed by the Center for Applied Special Technology (CAST), UDL extends the architectural concept of universal design—originally articulated by Mace (1985)—into educational contexts. Rather than retrofitting accommodations after barriers are encountered, UDL calls for designing learning environments that are flexible and accessible from the outset (Meyer, Rose, & Gordon, 2014).

A needs assessment is a systematic process for identifying gaps between the current state and the desired state in performance, knowledge, skills, attitudes, or conditions, and using that information to make informed decisions about whether and how to intervene. Roger Kaufman defines needs assessment as "a process for identifying needs and placing them in priority order on the basis of what it costs to meet the need versus what it costs to ignore it" (Dean & Ripley, 2016, p. 43).

Agile is a mindset for approaching and executing projects. It uses multiple methods and frameworks depending on the project's goals and alignment with the Agile Manifesto. Four values align with the manifesto: individuals and interactions over processes and tools; working software over comprehensive documentation; customer collaboration over contract negotiation; and responding to change over following a plan (Project Management Institute, 2017). The highest priority is to deliver continuous value to the customer in short, regular intervals. These shortened work process cycles help mitigate risk, reduce waste, and enable quick responses to change, enabling continuous improvement.