Infographics

Corporación Mundial de la Mujer Colombia (CMMC) - 2019 | Service Design handbooks
For these handbooks, I designed a series of explanatory graphics to support the written content, enhancing the learning experience.
International Rescue Committee (IRC) - 2024 | Explanatory graphics for different project proposals
To provide a clear explanation of project proposals for educational services, I complemented written documents with graphics that illustrated the relationship between various actors to achieve a specific impact or to explain the effect itself.   

Empowering Women, Nurturing Futures | A gender-sensitive 2Gen approach to early childhood development, underpinned by improvements in female caregivers' economic and psychosocial well-being. Rooted in gender sensitivity, this approach is based on an integrated service model that leverages the expertise of trusted and recognized CSOs and female community leaders already working with women and children in the selected locations. Presented to UBS Optimus Foundation.

This "two-generation" model aims to promote the integration, socioeconomic stability, and resilience of Venezuelan women and children in Colombia through a multisectoral approach that contributes to their financial autonomy, access to institutional and community-based support networks, and their ability to recover from migration-based trauma. Presented to Conrad N. Hilton Foundation.

JUJÚ x aprendIA Proposal - Students creating and sharing digital content to enhance learning experiences. The objective is to test out a set of content (including one image, one video, one text piece, and one audio piece) ideated and co-produced by children and adolescents. This set will respond to a topic of interest or learning need that our target users decide (including caregivers and teachers, if possible). Presented to IRC's Airbel Impact Lab.

Co-creating Brighter Futures | This project aims to enhance the Colombian educational system's capacity in the prioritized region to meet the needs of migrant and displaced students by expanding its scope beyond formal learning settings and participants (schools and teachers) to include non-formal entities (community-based learning centers and informal tutors). Through training actors from school and community learning settings, the goal is to enhance the connection between them and thus create a safe educational environment, foster a shared understanding of the value of education, promote intercultural dialogue between migrant or displaced communities and their host communities, and facilitate interactions inside and outside the classroom to broaden students' awareness of their classmates' contexts. Presented to and accepted by Teach For All.
Strategic Document | Systematization of Experiences for the project "Opportunities for Young Men and Women in Rural Areas in Colombia: Contributions to Peacebuilding."
A key objective of compiling experiences from this project was to draw conclusions and develop recommendations for the economic development of rural youth in Colombia. These recommendations were requested to be clearly outlined in a strategic document for quick summarization of a large amount of information. In that sense, I developed a series of graphics to visually explain the complex concepts arising from the systematization of the project. The result is shown in a slideshow in the video below.
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