Navigating Design, Data, and Decision in an Age of Uncertainty

Abstract

The Future of Design Education working group on technical systems argues that the approach to handling data—the methods used, and the expectations for outcomes—can transform design practice. In contrast to design’s past defined by a lack of accessible data, today’s rapidly evolving age of data abundance informs the choices available—the decision space—with far-reaching consequences for organizational, social, and environmental well-being. The shifting design landscape requires new tools and techniques to navigate this data age effectively. This paper proposes a new curricular approach that intersects data, technology, and design to create an environment where students can evaluate their roles and impact, and interact effectively through data with humans and computational collaborators. This data-oriented curriculum includes foundational technical skills proficiency, data analytical skills, rhetorical skills for arguing with data, interdisciplinary design studies, and a focus on designing for society. It embraces the complexities and opportunities of the data age, and acknowledges the inherent uncertainty in this new landscape. The aim is to prepare the next generation of designers to create data-informed, human-centered, ethical, and sustainable designs, thereby fostering an inclusive, equitable, and sustainable future.

Keywords

• Data literacy
• Design-driven data
• Interconnected systems
• Systemic implications
• Uncertainty