who's who in research visuAl Arts - Intellect

Hasso-Plattner-Institut für
Softwaresystemtechnik GmbH, Prof-
Dr-Helmert-Str. 2–3, Potsdam, 14482,
Germany
Keywords design discourses, metadiscipline,
creative collaboration,
wicked problems, design cognition
Gavin Melles
Swinburne University of Technology,
Faculty of Design, Building PA, 144
High Street, Prahran Campus,
Victoria, 3181, Australia
Keywords design process, design
activities, activity theory academic
literacy, design research
Technologies and Systems at the University of Potsdam. He is also a
visiting professor at the School of Computer Science of the Technical
University of Beijing and at the Luxembourg Institute of Advanced
Studies in Information Technology at the University of Luxembourg.
Under his leadership, the HPI School ofDesign Thinking opened in
2007. Since 2008, he is co-program director of the HPI-Stanford
Design Thinking Research Program. Also, he is author and co-author
of eight books, one about Design Thinking. A mathematician by
training, Christoph Meinel received his graduate degree, doctorate, and
postdoctoral degree (Habilitation) from Humboldt University in Berlin,
Germany.
› Evolving discourses on design thinking: how design cognition inspires metadisciplinary
creative collaboration, Technoetic Arts: A Journal of Speculative
Research, 8.1, 31-37.
Dr. Gavin Melles is lecturer in the Faculty of Design, Swinburne
University (Australia). He teaches academic writing to staff and
students, supervises research students in design and engineering. He is
on the editorial board of several journals and involved in a number of
research projects with European partners. His background is in
anthropological linguistics (Masters by Research) and Education
(Doctor of Education). His research publications are in the areas of
pedagogy in discipline specific areas, research methodologies, and
educational research more broadly.
› Visually mediating knowledge construction in project-based doctoral design
research, Art, Design & Communication in Higher Education, 6.2, 99-112.
› Producing fact, affect and identity in architecture critiques – a discourse
analysis of student and faculty discourse interaction, Art, Design &
Communication in Higher Education, 6.3, 159-171.
› Graphic designers' activities during the conceptual design phase of clientinitiated
projects Report of research in progress, reflection on the research
process, Art, Design & Communication in Higher Education, 8.1, 85-92.
› The relevance and consequences of academic literacies for pedagogy and
research in practice-based postgraduate design, Journal of Writing in
Creative Practice, 1.3, 261-273.
› Editorial, Journal of Writing in Creative Practice, 3.1, 3-4.
› Editorial, Journal of Writing in Creative Practice, 3.2, 95-96.
› Everyday Practice as Design, Journal of Writing in Creative Practice, 3.2,
149-159.