Olena Anishchenko

The article is devoted to the analysis of the problem of professional development of teachers of higher education institutions in the conditions of nonformal educational space in the context of scientific and methodological support and scientific and methodological provision. Teachers of higher education institutions are singled out as a category of adult learners (involved in learning). Attention is focused on the role of informal education as a resource for the professional growth of teachers. It is emphasised that it is informal educational practices that provide flexibility, adaptability and the possibility of integrating innovations into the activities of scientific, pedagogical and teaching staff. Such practices create conditions for the exchange of experience and the development of professional competencies, and contribute to the development of a culture of lifelong learning. The essence of scientific and methodical support for the professional development of teachers is revealed. Scientific and methodical support is interpreted as a dynamic ecosystem that encompasses monitoring and diagnostic, content-related, control and analytical procedures for actualising the professional potential of scientific, pedagogical and teaching staff. It is substantiated that, as a catalyst for the development of a culture of lifelong learning, this support ensures the purposeful transformation of educational processes in the context of personal development and self-development. Its dynamism, personal and practical orientation, which corresponds to modern challenges in the field of higher education, is emphasized. A comparative analysis of scientific and methodical support and scientific and methodical guidance for the professional development of teachers was carried out, their common and distinctive characteristics were identified, and their significance for the formation of a competitive staff of higher education institutions was outlined. Recommendations for improving the scientific and methodical support of the professional development of higher education institution teachers in the context of nonformal education were substantiated.

Modern online encyclopedic resources provide actualization and integration of domain terminology, unambiguous definitions of its basic concepts and the semantics of relations between them agreed by experts. The use of encyclopedic content in the educational process allows to update the terminology of learning courses, correctly define connections with other disciplines and concepts, agree on definitions, etc. This content has to be protected from unauthorized changes, but as a result, third-party users do not have access to the elements of semantic structuring of such resources. Therefore, it is necessary to find a compromise between the resource code openness and the security of the encyclopedias content in order to expand their functionality and allow to obtain from them information pertinent for certain practical tasks. For this purpose, we propose to select clearly those elements of semantic markup that are necessary for search and further processing of the content of a certain type, to add these markup elements to pages of corresponding encyclopedic articles and formally define their values. We propose to expand the existing set of semantic properties, but display for users only a certain subset of the names and values of these properties. In this work, we consider this problem on example of metadata building for learning objects based on the transformation of the protected content of encyclopedic articles aimed at their use for the generation of individual educational trajectories. We have to define some minimal set of metadata that is sufficient for problem solving. For this purpose, we analyze the most common standards of metadata representation for learning objects and other important elements of the educational process. Based on this analysis, a set of properties of learning objects that can be obtained from the pertinent encyclopedia article (automatically, semi-automatically or with the help of domain experts) is selected.

The article substantiates the expediency of using semantic technologies as a tool for professionalization of andragogues. Authors determine the basic preconditions that have an influence on the effectiveness of information support for the training and professional activity of andragogues. The clarity of the terminological apparatus in the field of learning and education of adults provides the basis for the further development of a formal model scheme of this subject area that interoperably fixes the various relations between concepts at the level of semantics. The online repository of relevant information resources that supports semantic structuring and unified integration of content provides convenient access to knowledge in the subject area. The availability of an appropriate set of advisory and retrieval services provides personalized information support for the training of andragogues using the content of this repository. The authors proposed the AndraMedia advisory system that is intended for process of informational support of the professionalization of andragogues. It ensures the integration with other intelligent advisory systems, open educational resources, online encyclopedias, ontologies, consulting chatbots and various external knowledge bases. AndraMedia is based on the Semantic Web standards of knowledge representation and processing. Ontological model of AndraMedia system formalizes the relations between the main objects and subjects of the domain of andragogues professional training. The use of pertinent ontologies provides an unambiguous interpretation of the semantics of information resources and their integration with semantically enhanced wiki technologies used to structure content and to search it at the semantic level. The software implementation of the repository is based on MediaWiki and its SemanticMediaWiki plugin.