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
OS
PIT
QU
AL
EEN
VIC
MA
RK
ET
TREA
ADIUM
SURY
EL ST
GARD
ENS
CHANCE
YA
PEDESTRIAN-ONLY ZONE If you have mobility issues roll a 1 or 3 to go ahead OR Take an uber ($25)
RO
MARV
MELBOURNE, IT'S TIME TO GET LOW
SO UT
N EN
OS
TS
CR
TA
RN
TIO
HE
ACMI
M IA
TA
PA
TIO
RL
SS
Board Legend:
N
Walking path
E NC NE E NT X AI TA M
Shaded tram stops
Each player must attempt to complete 1 round from the starting station, and overcome all hitches along the journey. The player who completes the round first wins. The character picked at the beginning of the game and their attributes decide your navigation and play throughout the game. The take away from the game is intended to put the change in your hands. Getting rid of the step is a metaphor to get rid of obstacles or lack of service inclusive infrastructure.
If
yo
PE
DE ha STR o r v e m IA N T a 3 to o b i O N LY ke g lit a n o a y is Z O u b h e a su e N E s er d ($ 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
2
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