The Sidewalk Ballet of Learning: Why Your LMS is a Failed Housing Project, and How to Build a Thriving Digital City

Introduction: The Day Our Multi-Million Dollar LMS Died

The launch was flawless.

Months of planning, a seven-figure budget, and a dedicated cross-functional team had culminated in a seamless technical rollout of our new, top-rated Learning Management System (LMS).

We had aligned stakeholders, migrated terabytes of content, and checked every box on the project manager’s list.

The platform was supposed to be a vibrant, digital campus—a central hub for knowledge, skill development, and career growth for our thousands of employees.

Six months later, the data told a different story.

The vibrant campus was a digital ghost town.

The analytics dashboard, which we had celebrated as a beacon of our new data-driven culture, was a monument to a devastating failure.

Engagement rates for voluntary content were abysmal, hovering in the low single digits.¹

User feedback, when we could get it, was a litany of frustrations.

The interface was described as clunky and unintuitive.

The content felt irrelevant.

The entire experience was perceived as a mandatory, “check-the-box” exercise, a chore to be endured rather than a resource to be embraced.³

The system, designed to empower learners, was actively disengaging them.

It was a career-defining failure that forced a fundamental re-evaluation of not just our tactics, but the entire philosophy underpinning corporate learning technology.

This failure prompted a search for a new way of thinking, a journey that led, unexpectedly, not to another tech brochure or analyst report, but to the work of a 1960s urban activist.

The solution to our digital blight was found in the principles she used to defend living, breathing neighborhoods from the sterile designs of top-down planners.

To fix our learning platforms, we must stop thinking like systems administrators and start thinking like community builders.

We must stop building digital housing projects and start cultivating a “Sidewalk Ballet of Learning.”

Part 1: The Urban Blight of Corporate Learning: Why Traditional Systems Fail

The Analogy Introduced: The Robert Moses School of L&D

The philosophy behind the traditional LMS bears a striking resemblance to the mid-20th century “urban renewal” projects championed by figures like New York’s Robert Moses.

These planners viewed cities as problems of engineering and efficiency to be solved from the top down.

They prioritized grand, monolithic structures, sterile open plazas, and massive expressways designed for order and scale.⁷

In the process, they often bulldozed the organic, human-scale, and often “messy” life of the very neighborhoods they claimed to be improving.

Similarly, the traditional LMS is engineered from an administrator’s perspective.

Its architecture prioritizes centralized control, compliance tracking, and content repository management over the actual experience of the individual learner.¹⁰

It is the digital equivalent of razing a vibrant, diverse neighborhood to erect a single, uninviting concrete housing block.

This design philosophy manifests in a set of common, debilitating symptoms that lead directly to the kind of failure we experienced.

Symptom 1: The Sterile, Single-Use Environment (Lack of Engagement)

The most glaring symptom of a traditional LMS is its failure to engage learners.

These platforms are fundamentally content-centric, designed to deliver linear, one-size-fits-all courses in a model that simply mimics a traditional, didactic classroom.¹⁰

The result is a user base that is present but not engaged.

Research reveals a landscape of disinterest: one study found that 56% of learners in an LMS demonstrated low engagement, while a mere 11% were highly engaged.¹⁴

For voluntary, long-form courses, the numbers are even more stark, with completion rates sometimes plummeting to as low as 4%.¹

Users rightfully feel that participation is a “check-the-box” exercise rather than a meaningful activity.⁴

This lack of engagement is not a simple flaw; it is a direct consequence of the system’s core design.

The traditional LMS is a “single-use zone,” architected for one primary function: the administration of formal, structured training.

Real learning, however, is inherently “mixed-use.” It occurs not just in formal settings but through social interactions, on-the-job problem-solving, informal discovery, and performance support.

By creating a digital space that only accommodates one narrow type of activity, the LMS becomes a destination people visit only when compelled to do so for compliance or mandatory training.

Much like a bleak, windswept corporate plaza that is deserted after 5 PM, the LMS is empty of voluntary life because its very design signals that it is not a place for exploration, community, or genuine problem-solving.

It is a place for compliance, and users treat it accordingly.

Symptom 2: The Inaccessible Superblocks (Poor User Experience)

A second, pervasive symptom is the notoriously poor user experience (UX) of legacy systems.

The litany of complaints includes clunky, outdated, and unintuitive user interfaces that make navigation a frustrating chore.⁵

Users battle with ineffective search functions that fail to surface relevant content, forcing them into convoluted manual browsing.⁵

In one documented case of extreme frustration, an administrator reported that the only way to get a direct link to a course was to publish it, log in as a learner, find it in the public catalog, and then copy the URL from the browser—a process that is both inefficient and maddening.³

Compounding this is a frequent lack of mobile-friendly design, rendering the platform inaccessible or unusable on the devices where modern learners spend much of their time.¹⁵

This poor UX is more than just a design flaw; it is a philosophical statement.

It is the digital equivalent of the massive, pedestrian-hostile “superblocks” created by urban renewal projects, which severed communities with impassable expressways and vast, empty spaces.⁷

A clunky LMS interface creates long, frustrating paths to information, discourages casual browsing, and turns the journey of learning into a tedious task.

This design implicitly assumes the user is a captive audience whose time and attention are guaranteed.

In a world where every other digital interaction is shaped by the seamless, intuitive design of consumer-grade applications, this experience is jarring.

It signals to employees that the organization does not value their time or effort, breeding frustration and platform abandonment.

Symptom 3: The View from the Ivory Tower (Useless Analytics)

The third critical failure lies in the reporting and analytics capabilities of traditional systems.

The data generated by most legacy LMSs is notoriously limited, focusing on superficial “vanity metrics” such as course completions, pass/fail status, and simple test scores.¹⁵

These reports are incapable of providing deep insights into actual learner behavior, skill acquisition, knowledge application, or the true effectiveness of the content itself.¹²

Administrators are left frustrated by their inability to extract the data they truly need to make strategic decisions, often finding that the system simply cannot report on critical activities or fields.³

This analytical deficiency reveals the true purpose of the traditional LMS: it is designed to prove compliance, not to understand or improve learning.

The metrics it tracks are meant to satisfy an audit, not to empower a learner or inform a learning strategist.

This is the view from the top-down planner’s ivory tower, concerned with macro-statistics like how many units were built, not with the quality of life of the residents.

The technical standard that underpins most of these systems, SCORM, was designed to answer administrative questions: How many people “took” the training? Did they pass the quiz?.¹⁶

While useful for a compliance report, this data tells us nothing about whether a skill was actually developed, if competence improved, or how knowledge is being applied to drive business outcomes.

This creates a vicious feedback loop of mediocrity.

Because the organization cannot measure real engagement or impact, it continues to fund and produce content that merely checks the compliance box, reinforcing the very cycle of low engagement and wasted investment it seeks to escape.

Part 2: An Epiphany in Greenwich Village: Discovering Jane Jacobs

The turning point in understanding this systemic failure came not from a technology conference, but from the pages of history.

While researching outside the field of L&D, a book called The Death and Life of Great American Cities by Jane Jacobs provided a powerful new lens.

Her work chronicled the battle for the soul of American cities in the mid-20th century, and her fierce opposition to Robert Moses’s plan to build a ten-lane expressway through the heart of her Greenwich Village neighborhood and Washington Square Park resonated with the struggle against sterile, top-down systems.⁸

Jacobs’s core philosophy was revolutionary.

She argued that cities are not machines to be engineered, but complex, living ecosystems that function like dynamic organisms.⁷

Their success, she contended, arises from a “bottom-up,” organic order generated by the people who live in them, not from a “top-down,” master plan imposed by outside experts.

Central to her argument is the beautiful and enduring metaphor of the “sidewalk ballet”.¹⁹

She described the intricate, un-choreographed dance of daily life on a healthy city street.

It begins in the morning with shopkeepers opening their stores, children walking to school, and residents exchanging greetings while putting out the trash.

It evolves throughout the day with workers on their lunch break, shoppers running errands, and neighbors chatting on their stoops.

It reaches a crescendo in the evening as people return from work and the street life continues under the lights of restaurants and delis.²¹

Jacobs argued that this “seeming disorder” is, in fact, a “marvelous order.” It is this constant, multi-layered activity that creates safety through “eyes on the street,” fosters social connection, and supports economic vitality.

The epiphany was the realization that this was the perfect model for a successful learning platform.

A learning ecosystem shouldn’t be a rigid, top-down “project” designed to force users through linear paths.

It should be a digital environment designed to foster its own sidewalk ballet.

The goal is not to “increase LMS engagement” by force.

The goal is to create the conditions for a complex, organic, and highly effective order of learning to emerge spontaneously.

This insight reframed the entire problem, shifting the central question from “How do we make people use our system?” to “How do we design a vibrant digital neighborhood where people want to be, to connect, and to learn?”

Part 3: A New Blueprint: The Four Pillars of a Jacobs-Inspired Learning Ecosystem

Translating Jane Jacobs’s vision into a practical framework for learning technology requires adopting her four “generators of diversity.” These are not just features, but foundational principles for creating a vibrant, self-sustaining digital learning community.

Pillar I: From Single-Use Zoning to Mixed-Use Development

Jacobs argued that healthy city districts must serve multiple functions—residential, commercial, industrial, and cultural.

This “mixed-use” approach ensures that people are present and using the streets for different purposes at all times of day, which creates vitality and safety.⁷

A single-use district, like a financial center, becomes a desolate ghost town after business hours.²⁵

For L&D, this means our learning platforms must become mixed-use digital environments.

We must break down the artificial “zoning” that separates different modes of learning.

The modern platform must seamlessly integrate the capabilities of a traditional LMS, which excels at managing formal, structured courses, with the features of a Learning Experience Platform (LXP), which is designed to support informal, social, and discovery-based learning.²⁶

The debate is not LMS vs. LXP; it is about creating a unified platform that does both.

This requires several key strategies:

• Content Aggregation: The platform must serve as a single, centralized destination that pulls together formal courses (like compliance training), content from third-party libraries (like Skillsoft or LinkedIn Learning), internal knowledge bases (such as wikis or SharePoint sites), and valuable user-generated content.²⁷
• Blended Learning Support: It is essential for the platform to have robust features for managing the entire learning blend, including online self-paced modules, virtual instructor-led training (VILT) via integrations with tools like Zoom or Teams, and in-person classroom training (ILT).²⁸
• Deep Integration: To truly achieve a mixed-use environment, the platform must integrate with the tools where work actually happens. Bringing learning content and recommendations directly into workflows within Salesforce, Slack, or Microsoft Teams is the digital equivalent of placing a library, a cafe, and a public park right next to an office building, making engagement seamless and contextual.²⁶

When a platform supports mixed uses, it becomes a true destination.

A user may log in to complete a mandatory compliance course but stay to ask a question in a discussion forum, discover a relevant article recommended by the AI engine, or share a helpful video with their team.

This creates the “constant succession of eyes” that Jacobs identified as the lifeblood of a vibrant community.

Pillar II: From Long Blocks to Permeable Streets (Short Blocks)

Jacobs observed that short city blocks are superior to long ones.

They create more corners, which means more opportunities for storefronts, more intersections for social encounters, and more pathways for pedestrians.

This “permeability” gives people an abundance of choice in their routes, encouraging walking, exploration, and discovery.⁷

Long, monolithic superblocks, by contrast, are daunting and discourage pedestrian life.

In learning platform design, this translates to creating an experience with maximum permeability and minimum friction.

We must move away from the long, monolithic “course” as the primary unit of learning and embrace a more fluid, accessible, and personalized architecture.

The key features to enable this are:

• Intuitive UX and Mobile-First Design: A clean, modern, consumer-grade user interface is the absolute baseline for creating a “walkable” digital space. The platform must be fully responsive and, ideally, offer a full-featured native mobile app.¹⁵ With over 90% of the global population accessing the internet via mobile devices, mobile learning is no longer an optional feature but an essential requirement for modern learners.²⁹
• AI-Powered Personalization: Artificial intelligence is the core technology that makes a large-scale learning ecosystem feel human-scale and navigable. A sophisticated AI recommendation engine can act as a personal guide, suggesting relevant content, courses, and resources based on an individual’s role, existing skills, learning history, and stated career goals.²⁶ This creates infinite, personalized pathways through the content library, replacing the rigid, top-down assignment of a single learning path.
• Microlearning: Breaking down large, complex topics into small, focused, bite-sized modules—typically 5-10 minutes in length—is the ultimate expression of “short blocks.” These assets are easy for learners to consume “just in time” in the flow of their work, easy to complete, and easy to connect to other pieces of knowledge.²⁶

AI-powered personalization is not merely a “nice-to-have” feature; it is the fundamental architectural principle that enables this permeability.

A corporate learning library can contain thousands of assets.

Navigating it manually is like trying to find a specific shop in a sprawling city with no street signs.

AI acts as an expert local guide, constantly suggesting interesting side streets, shortcuts, and points of interest the user would never have discovered on their own.

This transforms the user from a passive recipient of assigned training into an active explorer of a rich knowledge environment, dramatically increasing intrinsic motivation and engagement.

Pillar III: From Demolition to a Mix of Old & New Buildings

A key insight from Jacobs was that a healthy neighborhood needs a mix of building ages and conditions.

Shiny, new, expensive buildings can only house well-funded, established enterprises.

It is the older, more affordable, sometimes even run-down buildings that provide the low-cost space necessary for new ideas to flourish—the startups, the artists’ lofts, the niche bookstores, the experimental cafes.⁷

Her famous aphorism captures this perfectly: “New ideas must use old buildings”.⁸

This principle has a direct and powerful translation for a learning content strategy.

A vibrant learning ecosystem cannot rely solely on high-production-value, professionally created courses (the “new buildings”).

It must also embrace and encourage a large volume of informal, user-generated, “good enough” content (the “old buildings”).

To foster this mix, the platform must include:

• Democratized Content Creation: The system must provide intuitive, built-in authoring tools that empower subject matter experts (SMEs) across the organization to easily create and share their knowledge without needing specialized instructional design skills.²⁶ This could be as simple as recording a quick screen-share video to demonstrate a software fix, writing a short “how-to” guide in a wiki, or posting a detailed answer to a question in a discussion forum.
• Broad Content-Type Support: The platform must be agnostic about content format, capable of hosting and managing everything from polished, interactive SCORM and xAPI courses to simple videos, PDFs, web links, and text-based posts. Crucially, it must treat a well-articulated answer in a forum as a valuable, searchable learning object.
• AI-Assisted Content Generation: The rise of generative AI provides a powerful new tool for rapidly creating the “scaffolding” for content. AI can draft course outlines, generate quiz questions, create summaries of long documents, and even produce entire microlearning modules from existing materials, which SMEs can then quickly review, edit, and publish.³⁴

An over-reliance on professionally produced content creates a learning ecosystem that is slow to update, expensive to maintain, and ultimately sterile.

The most valuable, timely, and relevant knowledge in any organization often resides in the tacit knowledge of its employees.

A platform’s primary job is to make it easy for that knowledge to be captured and shared.

A 5-minute video from a top sales representative explaining how they handle a common client objection (an “old building”) can be created in minutes and deliver more immediate value than a polished, expensive course that takes six months to produce.

A platform that values only the “new buildings” will have a small, pristine, but ultimately unhelpful library.

A platform that encourages and elevates the “old buildings” will foster a dynamic culture of knowledge sharing where new ideas can truly flourish.

Pillar IV: From Isolation to “Eyes on the Street”

Jacobs’s most famous concept is that of “eyes on the street.” She argued that the safety and social fabric of a neighborhood are not maintained by police alone, but by a “constant succession of eyes” from the people who use the space.

Residents looking out their windows, shopkeepers watching the sidewalk, and pedestrians moving about create a web of informal surveillance and social accountability that makes a street feel safe, welcoming, and alive.⁹

In the context of L&D, learning must be transformed from an isolated, private activity into one that is visible, social, and collaborative.

We must create digital “eyes on the street” to drive engagement and build a true learning culture.

The platform features that enable this are:

• Integrated Social Learning Tools: Discussion forums, Q&A boards, and collaborative workspaces are not optional add-ons; they are essential. These tools must be woven directly into the fabric of the learning experience, attached to courses and content assets, to turn static consumption into a dynamic conversation.²⁶
• Meaningful Gamification: This is one of the most direct and effective ways to create “eyes on the street.” Features like points, badges, and especially public leaderboards make learning progress and achievement visible to the entire community. This visibility fosters friendly competition, provides social recognition, and powerfully motivates participation.²⁷
• Peer Recognition and Curation: The platform should include features that allow users to become active participants in the community. This includes the ability to upvote helpful content, comment on resources, follow experts, and even nominate peers for recognition or “MVP” badges. This builds social capital and helps the best, most relevant knowledge rise to the top organically.³⁶

Gamification and social learning are not frivolous features; they are core architectural components that fundamentally change the nature of learning.

In a traditional LMS, learning is invisible.

No one knows if you are participating, struggling, or succeeding unless an administrator pulls a report.

This is the digital equivalent of an empty, unobserved street—it feels unmotivating and unsafe for someone to ask a “dumb” question.

Social tools put “eyes” on the process.

When you see colleagues asking and answering questions, you feel safer participating yourself.

Gamification makes achievement a public celebration.

A leaderboard is a digital “front porch” where the community can see who is actively contributing to the life of the neighborhood.

This visibility creates a powerful, positive feedback loop: engagement begets more engagement, building a culture where learning is a normal, celebrated, and highly motivating part of the workday.

Part 4: The Technical Foundation for a Living City: SCORM vs. xAPI

To build a vibrant digital city for learning, one must choose the right building code.

The technical standards that underpin a learning platform dictate what is possible—they can either enforce a rigid, sterile grid or enable a flexible, organic ecosystem.

The two dominant standards in the industry, SCORM and xAPI, represent this fundamental choice.

The Building Code of a Failed City: SCORM

SCORM, which stands for Shareable Content Object Reference Model, is the legacy “building code” of the eLearning world.¹⁶

When it was introduced, it was revolutionary, creating a standard for interoperability that allowed any “SCORM-compliant” course to be uploaded and tracked in any SCORM-compliant LMS.

This solved a massive industry problem and enabled the widespread adoption of eLearning.

However, SCORM’s rules are rigid and its scope is limited.

It was designed in an era of desktop computers and formal courses.

As such, it primarily tracks a very narrow set of learning events that happen inside an LMS: course completion status, time spent on a module, pass/fail results, and a single, final score.¹⁷

Its reporting is like that of a building inspector who only records whether people enter and exit a building.

It cannot “see” or record the rich, complex life happening outside that single structure—the conversations on the sidewalk, the activities in the park, or the commerce in the shops.

It is blind to the sidewalk ballet.

The Observational Toolkit for a Living City: xAPI (The Experience API)

xAPI, also known as the Experience API or Tin Can API, is the modern technical standard designed specifically to observe and record the entire “sidewalk ballet” of learning.⁴⁰

It was developed to overcome the limitations of SCORM by enabling the tracking of

any learning experience, regardless of where it happens.

This includes activities on a mobile app, interactions within a virtual reality simulation, on-the-job performance tasks, social learning contributions, and even real-world events like attending a workshop.¹⁶

It achieves this through a simple, flexible “Noun-Verb-Object” syntax.

For example, a statement could be “Jane [Noun] read [Verb] ‘The Q4 Sales Report’ [Object].” These statements are sent to a Learning Record Store (LRS), a database that can exist independently of the LMS, allowing data to be collected from a multitude of systems.⁴³

This capability is essential for the Jacobs-inspired model.

xAPI is the only technology that can capture the full picture of learning in a “mixed-use” environment.

It can track that a user watched a formal video in the LMS, then asked a question in a discussion forum, then accessed a related job aid on their phone while in the field, and finally, successfully closed a new deal in their CRM system.

This provides a holistic, data-rich narrative of a learner’s journey and allows an organization to finally connect learning activities to tangible performance outcomes.

The Building Codes of Learning: A Comparative View

The choice between these two standards is a choice between two fundamentally different philosophies of learning and technology.

Feature	SCORM (The Rigid Grid)	xAPI (The Organic Ecosystem)
Core Purpose	Content Packaging & Tracking	Tracking All Learning Experiences
What it Tracks	Completion, Scores, Pass/Fail, Time	Any “Noun-Verb-Object” activity (read, watched, commented, completed, attended, applied)
Where it Tracks	Inside the LMS only	Anywhere (LMS, mobile apps, VR, business software, offline)
Data Granularity	Basic, summary data for compliance	Detailed, granular activity streams for deep analytics
Flexibility	Low: Limited to formal, linear courses	High: Supports informal, social, and real-world learning
Analogical Role	The Building Code for a sterile housing project	The Observational Toolkit for a vibrant, living city

This table clarifies that the technical decision is, in fact, a strategic one.

It is a choice between building a controlled, closed system designed for administration or cultivating an open, observable ecosystem designed for learners.

Part 5: From Urban Planner to Community Activist: Your Implementation Playbook

Adopting this new philosophy requires a profound shift in the role of the L&D professional.

The traditional implementation process is top-down, mirroring Robert Moses imposing a master plan on a neighborhood without its consent.⁸

The new approach must be bottom-up, emulating Jane Jacobs organizing her community to fight for a more livable city.⁸

The goal is no longer to “roll out a system” but to “build a coalition” and “foster a movement.” This mindset directly addresses the most common and debilitating challenges of any LMS implementation: resistance to change and low user adoption.⁴⁴

A Playbook for Bottom-Up Implementation

1. Engage Stakeholders Early (“Listen to the Residents”): The process must begin with deep listening. Before any vendor is selected, L&D must engage not just senior leaders, but the end-users, line managers, and subject matter experts who will live in this digital neighborhood every day. Conduct focus groups and surveys to understand their real-world pain points, workflow challenges, and what they truly need to succeed. This early involvement builds buy-in and ensures the chosen platform solves actual problems, not just perceived ones.⁴⁴
2. Communicate the “Why” (“Rally the Neighborhood”): A system launch cannot be announced in a single email. It requires a strategic communication campaign that articulates a compelling vision. Frame the platform’s benefits in terms of what matters to the learner: opportunities for career growth, easier access to critical knowledge, improved performance, and less time wasted searching for information. The message should focus on empowerment for the employee, not just efficiency for the company.⁴⁴
3. Pilot Test (“Start with a Block Party”): Avoid a “big bang” launch that forces an unproven system on the entire organization. Instead, start with a pilot program involving a diverse but enthusiastic group of users. Treat them as co-creators. Use their feedback to identify issues, refine the configuration, and improve the content strategy. Their success stories and testimonials will become your most powerful marketing assets for the broader, phased rollout.⁴⁵
4. Prioritize an Amazing User Experience (“Clean up the Streets”): The single most critical factor for voluntary adoption is an intuitive, frictionless, and mobile-friendly user experience. A 2024 report highlighted that 80% of employees prefer mobile-friendly training options.⁴⁴ If the system is difficult to navigate, slow, or ugly, people will not use it, regardless of the quality of the content. This must be a top criterion in vendor selection.
5. Market Your Learning (“Put up Flyers”): L&D must abandon the “if we build it, they will come” mindset and adopt a continuous marketing approach. Use internal newsletters, “hot tips” campaigns, and fun promotions like digital treasure hunts to consistently draw people to the platform. Integrate direct links to the LMS and relevant content into other internal systems and communications, like email signatures, to reduce friction and maintain visibility.³⁷
6. Measure What Matters (“Track the Sidewalk Ballet”): Leverage the power of a modern, xAPI-enabled platform to move beyond completions and pass/fail rates. Use the analytics dashboard to track real engagement: which content is most popular? What are people searching for? Which user-generated content is getting the most traction? Which skills are being developed? Use this data not for punitive judgment, but to continuously improve the ecosystem—pruning content that doesn’t work, nurturing what does, and identifying emerging needs.²⁶

Conclusion: The Sidewalk Ballet in Action

The memory of that failed, multi-million dollar LMS project remains a powerful lesson.

But it is no longer a story of failure alone.

In a subsequent project at a different organization, we consciously applied this Jacobs-ian framework.

We chose a modern, xAPI-enabled platform that blended LMS and LXP capabilities.

We focused on a mixed-use content strategy, empowering our internal experts to share their knowledge alongside professionally developed materials.

Most importantly, we implemented it not as a top-down mandate, but as a bottom-up, community-driven movement.

The result was transformative.

The platform became a thriving digital ecosystem.

Engagement in voluntary learning soared.

User-generated content flourished in discussion forums and knowledge bases, often providing more timely and relevant solutions than our formal courses.

With xAPI, we could finally draw clear, data-backed lines from specific learning interactions to improvements in sales performance, customer satisfaction, and employee retention.

The digital “sidewalk ballet” was in full swing, a complex, vibrant, and highly effective order that had emerged organically because we had created the right conditions for it.

The challenge for every L&D leader today is to make a choice.

Will you continue to be a top-down urban planner, designing sterile, efficient, and ultimately lifeless digital projects that your people resent? Or will you become a community activist, a cultivator of a living ecosystem? The path forward requires abandoning the blueprints of the past and embracing a new role: the chief choreographer of your organization’s own, unique, and powerful sidewalk ballet of learning.

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