United States
Driving digital transformation within Global Customer Support through strategic enablement programs. I lead at-scale initiatives strengthening technical acumen and adoption of AI-driven tools and workflows.
Design and deliver training programs for Support Operations, focusing on coaching and soft skills development for managers, supervisors, and trainers through hybrid learning experiences and program design. Improve agent retention and skill gap training across support verticals by establishing and maintaining data-driven feedback loops between L&D, supervisors, and QA teams. Restructure and align onboarding to shifting business needs using modular approaches for scalability across verticals and creating advanced training programs for specialized support roles. Lead content production improvements by integrating generative AI tools (Gemini, NotebookLM, Synthesia) across ADDIE workflows, reducing video production time by 80% and e-learning development by 50%. Establish best practices and SOPs for AI-enabled content development across the organization.
Conceptualized and implemented curricula, student support systems, and communications for online learning in EDU's Degree in Medicine. Areas of emphasis include self-regulated learning, personalized learning, and portfolio development. Managed the acquisition, integration, and review processes for EDU’s learning resource portfolio, involving SME, faculty, and student stakeholders. Established and coordinated internal and external quality assurance processes, final deliverables and collection/analysis tools for annual self-evaluation reporting, quarterly module evaluations and reviews, clinical teaching, and online instruction informed by WFME and MFHEA quality assurance standards. Managed institutional quality improvement priorities across all EDU teams, advising the CEO/Rector, EDU Supervisory Chair, and EDU Council, and reviewed externally in quarterly joint curriculum committee meetings with Maastricht University.
Developed and implemented the pedagogical and conceptual framework for accredited online medical education programmes in close collaboration with a medical didactic team. Classrooms were informed by evidence-based instructional design theories, practices and methods that support an active learning environment.
Instructional Design, E-Learning and +2 skills
Turner Family Center for Social Ventures