Platform “Profosvita” as innovative educational and digital environment for specialists' professional development

The article substantiates organizational and methodological principles of the Educational platform “Profosvita” as an innovative educational and digital environment to ensure the continuous professional development of specialists in accordance with the requirements of the state policy in the field of education, of employers and key stakeholders, as well as to meet educational needs of an individual as educational services customer. The Educational platform “Profosvita” developers summarized and systematized theoretical assets and took into account the latest tendencies of platforms creation for distance and mixed training. The proposed structure of the educational-digital environment provides mastery for learners, customers of educational services of different directions and specialties of certain theoretical and practical aspects of educational courses, educational headings. The presentative and educational locations are described as the main elements of the Educational platform “Profosvita” structure, forms of participant participation, principles of work organization. The research results can be used in the modernization process of postgraduate education system, in particular in the activity of postgraduate education institutions of all levels of accreditation, district methodical services for organization of continuous professional development of specialists in the conditions of sustainable development of education and science.


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Topicality of using the Educational platform "Profosvita" as educational and digital environment in the process of training, professional development and retraining of specialists is to develop the educational services customers with key competencies, to develop skills of using information and communication tools, to increase the volume of information, to create their own electronic products, to build own communication style, to be the basis for learning and successful professional activity. The educational-digital environment promotes motivation for lifelong learning, independence, helps to better understand and absorb learning content. In such environment, it is possible to conduct refresher training for different categories of learners, to provide training for students, to organize scientific conferences, internships and exchange of experience between specialists. The educational-digital environment includes learning tools, developed and implemented on the basis of interactive and digital technologies.
The article purpose is to substantiate organizational and methodological foundations of the Educational platform "Profosvita" as innovative educational-digital environment for the continuous professional development of specialists via formal, nonformal and informal education. According to the stated goal, the main tasks of research are defined as follows: 1) to determine purpose, tasks and discipline profiles of the Educational platform "Profosvita"; 2) to analyze the principles of building educational content of the Educational platform "Profosvita"; 3) to describe the presentative and educational locations as the basic elements of the Educational platform "Profosvita" structure, forms of member participation, principles of work organization; 4) to find out the possibilities of using the Educational platform "Profosvita" for professional development of specialists in the conditions of formal, non-formal and informal education.

Profosvita platform description
In the virtual space, a site, that is an educational content management system called the Educational platform "Profosvita", located at Professional Education (2020). It is displayed and functioning according to the task in all browsers and is adapted for mobile devices with iOS, Android and Windows Phone operating systems. The site interface may differ in some small details: rounded corners, shadow level, gradient or solid fill. The color scheme, the elements layout, the site structure remains the same. During the Educational platform "Profosvita" development, the theoretical experiences were generalized and systematized and the latest tendencies of creation the distance and mixed learning platforms were taken into account. The proposed structure provides learning theoretical and practical aspects of educational courses for learners of different dimentions and specialties. The Educational platform "Profosvita" functions as a virtualintegrated community of creative, socially-active specialists in the cross-curricular and transdisciplinary field, domestic and foreign educators, it carries out educational, scientific, methodical and organizational activities, oriented at the creation of free knowledge base, sharing the best educational practices.
The Educational platform "Profosvita" as a virtual union of technological and intellectual capital is a dynamic formation of scientists, departments, institutes, higher education institutions, public organizations, etc., characterized by independence of its participants, by use of indirect management mechanism (delegation of authority), by transition from individual to collective responsibility of its partners, which implies the existence of contractual relations between all the participating partners. Thus, as a union of real and virtual structures, the Educational platform "Profosvita" has a learner, it can enhance benefits and compensate some shortcomings in staffing and scientific/methodological provision of lifelong learning, nurturing traditions, generalizing and implementing perspective pedagogic experience. Open content of the Educational platform "Profosvita" is built with the following basic principles in mind: • mass character and accessibility. Open content of the platform "Profosvita" has practically limitless possibilities of wide coverage of all categories of educational services customers with access for representatives of non-formal education, key stakeholders, organization of free access to information and educational resources, developed by scientific and pedagogical staff; • adaptability and flexibility. Wide range of opportunities of the platform "Profosvita" for adaptation to changing environmental conditions, to significant transformations of all elements of educational process; flexible system of knowledge acquisition, accessible to all, without educational requirements and regulation of periodicity and training duration; • international character and globalization. Free functioning of electronic educational resources outside state borders;

Results and discussion
The inauguration of the Educational platform was held on November 03 at the "Forum of Non-Formal Education Adult Education and Civil Society Development" in Kyiv.
By the end of January 2020, there were registered 3534 participants. The Educational platform "Profosvita" solves the following tasks (SIDORENKO, 2017; SIDORENKO;  • study, analysis, generalization and promotion of innovative methods in formal and non-formal adult education;   10 "International Internship" contains academic mobility programs for learners, programs and materials of scientific internships for scientific and pedagogical staff. Theoretical information is presented in the form of text, multimedia presentations, video content, practice is supported by interactive tasks and training test simulators, tasks for independent work, etc.

EDUCAÇÃO & FORMAÇÃO
Educational heading "Digital Storytelling" contains stories of interesting digital stories, to be used by teachers, psychologists, marketers, politicians, journalists, doctors and specialists of other professions. Digital storytelling in education is based on the interaction of three components: pedagogy, the latest digital technologies and content. In the web resource, all tasks are built on the basis of a competency approach with embedding competencies after passing and forming an overall competency value.
Learning outcomes are reflected in the assessment log and provide statistics that allow teachers to regulate the learning content delivery and content itself. The course theoretical information is presented in the form of text, multimedia presentations, video content, practice is supported by interactive tasks and training test simulators, etc. Study material is grouped by modules. Each module has tasks that ensure the development of competencies needed to master the material. The modules are also backed up by tests and interactive tasks. They contain extensive tools for training content delivery and feedback, such as chats, forums, profiles.
In the educational course, the thematic and didactic content can be edited by a teacher, depending on the needs of learners, recipients of education. These needs are identified by monitoring of scores and statistics of course delivery in the conditions of electronic educational resource. When a user enters into a software product, he / she is taken to the main page, after that he / she enters login and password and goes to training 13 using the Educational platform "Profosvita" for the continuous development of specialists is divided into several parts: general recommendations, use of electronic educational resource tools, embedding competencies into a course and learning outcomes monitoring.
The educational platform "Profosvita" can be used in the system in the following ways.
Formal postgraduate educationin the educational process of refresher training courses by different models and forms of education (specialization, internships, retraining) in postgraduate educational establishments, at all stages of self-learning period, as well as in the system of scientific and methodological work with pedagogical staff at the local level (in the system of scientific and methodological work of district (city) methodical offices (centers), united territorial communities.
Non-formal educationduring various forms of work, carried out in the context of educational initiatives (in particular by public organizations, educational centers, foundations, other entities, as well as during individual classes under the guidance of andragogues, coaches and supervisors) and aims to develop additional skills and competences.
In informal educationin the process of self-organized education, self-education of educational services' customers and key stakeholders in order to transform the educational potential of the knowledge society into effective factors of their own selfdevelopment, acquiring new competencies.

Acknowledgements
The research results were obtained in accordance with the research thematic plan