Methodology for designing educational cases (using the example of the training program «Technosphere Safety»)

Training specialists with a well-formed readiness for professional activity, without immersion in the period of adaptation and retraining for higher education, as a sector of the state economy, is becoming a priority task in the context of an increasing shortage of personnel, diversification of industries, and ways to universalize and optimize the labor functions of personnel. The demand for practical competencies corresponding to the professional activity of a specialist stimulates the development of research on the design of approaches to the content of vocational education, methods and forms of its implementation. It is difficult to formulate methodological approaches that are uniform for the nomenclature of training areas in the development of educational content, since the fields of professional activity have different objects, functions for the transformation of objects, and established theoretical and information resources. In this regard, when developing approaches to formatting the content of education, it is necessary to keep in mind the real professional activity and possess foresight technologies to predict its development. This will make it possible to determine the methodological vector of designing the educational content and apply it to develop an educational program in a specific field of study. The article considers an algorithmic approach to designing practice-oriented cases in the disciplines of the Technosphere Safety training area. The design of algorithms for mastering the content of education is based on a process approach that allows systematizing all types of activities of a technosphere security specialist in the form of basic and additional processes, defining a divergent core for processes in the form of a pool of terms, and forming a semantic core of content based on convergent similarity by highlighting frequently used terms. This bypass reduces the time to develop and update content, as well as the time to master it. Improving the quality of practice-based case studies allows us to conclude that this approach to designing educational content is effective.