Design Portfolio

Poorva Gaware

PORTFOLIO Interdisciplinary Designer

Hello! My name is Poorva Gaware I’m an architect and interdisciplinary designer born in Mumbai, India.

I have a deep-rooted interest in service design in a social context and my work reflects the same.

I am an active part of educational innovation in the western suburbs of Melbourne and volunteer with the CHASE Program as a Design Manager.

Bachelor of Architecture Academy of Architecture (2015-2020) Masters of Design Innovation and Technology RMIT University (2022-2023) poorvagaware@gmail.com +61 404510930 https://www.linkedin.com/in/poorvagaware

LET ME INTRODUCE MYSELF

TABLE OF CONTENTS

01 02 03

MIND THE GAP

Educational Innovation in partnership with the CHASE Program

ACCESSABLE

Board Game to elevate the conversation about equal inclusivity in Melbourne Public Transport

SUMMER OF CULTURE

A preventative strategy and a platform designed for information and cultural congregation in Melbourne CBD

01

MIND THE GAP Bridging the gap between teaching and learning Mind The Gap is an interactive workshop designed for Copperfield College in Brimbank County in partnership with the CHASE Program.

It pushes for better engagement of students with the current content while also enhancing their relationship with local community.

DESIGN CHALLENGE

Students of Year 11 at Copperfield College experience a huge gap with the education provided to them through the CHASE Program. Primary research showcases that the information delivered to the students was in a very efficient way but the uptake is not a 100%. Students lack motivation to engage in the educational process and ultimately do not feel valued in the community. The perception of the content is not at the optimum level.

The challenge was to bridge the gap between teaching and learning so that the content delivered to the students proves to be meaningful and helps them become an integral part of the community.

Students struggle to engage with the content

Students start to lose interest in the educational curriculum

Students don’t feel a sense of belonging with their school

Students don’t feel valued in the community

The education system does not hold value to students

It was very essential to tap into the students minds and lure them into the process of education with something they have existing interests in. Dr. Michael Trudgeon rightly coined this process as the ‘Taylor Swift’ module. The target group for the intervention are VCAL Year 11 students who aspire to be tradespeople. Hence, the intervention was a conduit that incentivises them to learn through trade skills To put it simply, The students come in for the trade skill but stay for the education.

SCOPE

FINDINGS

DESIGN DEVELOPMENT Signficant Gap between teaching and learning

Well designed content is a wasted potential

Content does not stay beyond the four walls of classroom

Early School Leaving

Education anchored in reality

Opportunity for bodily learning as opposed to mind learning

Creating a sense of belonging with their education

Potential growth in the local community

Added sense of belonging with the school and peers

The gravitas of educational takeaway increases

SERVICE BOARD

Substance Abuse

Teaching of content

Level 1 Week 01

Teaching of content

Pop Quiz (20 points)

Climate

Pop Quiz (10 points)

Level 2 Week 02

Teaching of content

Finance

Pop Quiz (10 points)

Level 3

Community visits (10 points)

Project Planning

+2 points +2 points +2 points +2 points

Material sourcing

Week 03

Teaching of content

Community visits (10 points) Pop Quiz (10 points)

Community visits (10 points)

Students make their journey through the quest by gaining knowledge of a specific topic every week. They are assessed on this knowledge through a pop quiz. From Level 2, the quiz constitutes 50% weightage of points, but the remaining 50% can be scored by making visits in the community. These said visits enhance student-community relationship and helps students discover the project they will build through the 6 weeks.

Visuals and Aesthetics

Mental Health

Level 4

Teaching of content

Respect and Relationships

Community visits (10 points)

Week 04

Pop Quiz (10 points)

Level 5 Week 05

Final showcase Week 06

Construction

DESIGN IMPLEMENTATION

In a larger landscape, the workshop is enhancing, CHASE's relationship with the schools, enhancing teacher relationship with students, the teams and the friendly competition is enhancing peer to peer relationships and the community visits is fostering a sense of belonging with the community.While also harboring their existing skills and interests that is tradeswork. All under the pretense of winning a scavenger hunt.

02

ACCESS-ABLE A gamified depiction of the form and degree of accessibility of the tram circuits in Melbourne CBD Access-Able allows the users to look at the public transport system in Melbourne through a more inclusive lens. The game is elevating the conversation and providing correct information on the topic by putting the game players in the shoes of someone with physical disabilities using public transport.

FLAGSTAFF STATION

MELBOURNE CENTRAL STATION

INFORMATION CENTRE

If y ro ou ll a hav y o 6 in e m u o o r t r r d e b ili am r t t y jo o r is s u ur es n e u m e s, y e

E C N A H C

SERVICE BOARD

PAY DAY!

CHANCE

Due to sufficient government funds, you can now turn any inaccessible stop into an accessible stop for $20

This stop has service assistance, hop 2 stops if you face mobility issues

CLAIM $5 LH

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ADIUM

SURY

EL ST

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CHANCE

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PEDESTRIAN-ONLY ZONE If you have mobility issues roll a 1 or 3 to go ahead OR Take an uber ($25)

RO

MARV

MELBOURNE, IT'S TIME TO GET LOW

SO UT

N EN

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TS

CR

TA

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ACMI

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Board Legend:

N

Walking path

E NC NE E NT X AI TA M

Shaded tram stops

Each player must attempt to complete 1 round from the starting station, and overcome all hitches along the journey. The player who completes the round first wins.

The character picked at the beginning of the game and their attributes decide your navigation and play throughout the game.

The take away from the game is intended to put the change in your hands. Getting rid of the step is a metaphor to get rid of obstacles or lack of service inclusive infrastructure.

If

yo

PE

DE ha STR o r v e m IA N T a 3 to o b i O N LY ke g lit a n o a y is Z O u b h e a su e N E s er d ($ O R r o ll 25 a 1 ) u

CE AN CH

CH AN CE C YO HA UR NG TR E AM

N IO AT E M R TR FO N IN CE

PR OT ES T If you have mobility issues, skip a turn

FLINDERS ST. STATION

03

SUMMER OF CULTURE Urban Resilience service for the City of Melbourne Summer of culture is a preventative strategy for the Melbourne summer in the form of a summer calendar. It features different cultures that Melbourne is home to, through their summer traditions, giving Melburnians an opportunity to learn from them, enjoy the summer and stay safe during extreme heat.

SERVICE BOARD Passively cooled Water fountain areas (green cover and mist) Sheltered benches

1

Multi-cultural calender City of Melbourne’s cool Hydration points in the city event to raise awareness of routes and ways to keep the Paramedics on call how different cultures deal Emergency services house cool with heat Information on Transport services Summer essentials like Multilingual staff weather in different caps, sunscreen and languages umbrellas

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