Patricia Grenno

Strategic and operational direction of e-learning implementation and consolidation projects for public and private institutions in Latin America.

I have been involved in the creation and consolidation of institutional online training areas, structuring comprehensive academic models: definition of pedagogical framework, institutional standards, curricular architecture, monitoring processes, formation of technical and teaching teams, and development of viable and sustainable training offerings.

• Partial or integral structuring of digital training areas in public and private organizations.

• Diagnosis and reordering of existing academic models.

• Definition of institutional standards, conventions, and quality guidelines.

• Conversion of expert knowledge into viable and scalable online training programs.

• Strategic coordination of remote technical development and teaching teams.

• Alignment of academic, technological, and institutional processes.

• Strategic interventions for institutional restructuring and standardization in complex environments.

Responsible for the complete strategic and operational direction of the educational area of an institution specializing in e-learning, with two differentiated training lines: general/technical training and specialized corporate training.

• Direction and supervision of the teaching staff and the remote technical team.

• Definition, implementation, and evolution of the institutional methodological model.

• Design and validation of training programs for different professional profiles.

• Establishment of academic standards, evaluation criteria, and quality control.

• Coordination of the development of digital content and pedagogical resources.

• Conversion of complex technical content into structured and viable training proposals.

• Active participation in strategic decisions and institutional expansion processes.

• Design and consolidation of high-evaluation-demand programs, including official preparation for the Madrid taxi driver exam (covering technical, psychotechnical, and mathematical analysis content), positioning the training for its high effectiveness.

• Early implementation of academic policies and monitoring systems that laid the foundation for the institutional training model, during a period of growth and initial structuring of the organization.

Internal promotion from tutor to Educational Director in an international online training institution.

I progressively took on academic coordination and later led the educational area, with responsibility for methodological quality, teaching staff management, and program development.

• Tutoring and academic coordination of online courses.

• Head of Tutors: selection, training, and teacher follow-up.

• Recruitment and hiring of teachers and developers for remote work.

Patricia Grenno Page 5

• Supervision of the academic quality area.

• Development and formalization of the institutional methodological model.

• Development of an institutional manual for methodology and academic standards.

• Implementation of structural improvements in student monitoring, evaluation criteria, and formative feedback processes.

• Integration of simulated professional practices in final projects.

• Design of training solutions for corporate clients.

• Implementation of academic policies and monitoring systems that measurably increased student satisfaction levels, improved pass rates, and reduced dropout.