a b s t r a c tThe paper presents the main results of the KOMET (Knowledge and cOntent structuring via METhods of collaborative ontology design) project, which aims to develop a novel paradigm for knowledge structuring based on the interplay between cognitive psychology and ontology engineering. By the knowledge structure (a conceptual model) we define the main domain concepts and relations between them in the form of a graph, map or diagram. This approach considers individual cognitive styles and uses recent advances in knowledge engineering and conceptual structuring; it aims to create new, consistent and structurally holistic knowledge bases for various areas of science and technology. Two stages of research have been completed: research into correlations between the expert's individual cognitive style and the peculiarities of the expert's subject domain ontology development; and research into correlations between the expert's individual cognitive style and the group ontology design (including design accomplished by groups of experts with either similar or different cognitive styles). The results of these research stages can be applied to organizing collaborative ontology design (especially for research and learning purposes), data structuring and other group analytical work. Implications for practice are briefly delineated.

This paper presents an approach aimed at creating business ontologies for knowledge codification in company. It is based on the principles of ontological engineering and cognitive psychology. Ontologies that describe the main concepts of knowledge are used both for knowledge creation and codification. The proposed framework is targeted at the development of methodologies that can scaffold the process of knowledge structuring and orchestrating for better understanding and knowledge sharing. The orchestrating procedure is the kernel of ontology development. The main stress is put on using visual techniques of mind mapping. Cognitive bias and some results of Gestalt psychology are highlighted as a general guideline. The ideas of balance, clarity, and beauty are applied to the ontology orchestrating procedures. The examples are taken mainly from the project management practice. The paper contributes to managerial practice by describing the practical recommendations for effective knowledge management based on ontology engineering and knowledge structuring techniques.

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Goal.The goal of the work is to develop the improved ontological model of the competency-oriented curricula, allowing constructing individual professional development paths of the students of particular educational profiles. Actuality of the developed model lies in the fact that the competence structure, existing in the framework of competency-oriented curricula, provided by the current Federal state educational standards does not allow differentiating within the same profile of learning the paths of individual professional development of the student, oriented to various career development directions within the general vocational orientation profile.Materials and methods. Individual educational paths can be differentiated according to the choice of the elective disciplines (as common to all profiles within the educational program, and profile). According to the educational standards, the student during the period of study on the educational program must acquire the entire cultural, professional and profile competences (in case of several profiles, existing in the structure of the educational program), provided in the educational plan. Respectively, the elective disciplines between which the students are allowed to choose can be characterized in the plan by one set of competences. Thus, for the construction of the students’ individual professional paths there is the need to differentiate these disciplines.To develop the tools for reaching this goal, the ontological model of the competence-oriented curriculum is constructed, and the algorithm of forming the competences, “complementary” to the competences of the curriculum is suggested. Practical application of the tools is illustrated by developing the “complementary” competences of a specific profile of education (“information management”) of the basic educational program (Bachelor in Management) of 2017 admission year in one of the leading Russian universities.Results.The main methodological result of the work is the suggested algorithm of “complementary” competences formation. The algorithm includes the following steps:1. Analysis of the existing competences of the curriculum;2. Figuring out the criteria of decomposition of the existing competences of the plan and sources of formation of the “complementary” competences;3. Formation of the “complementary” competences, allowing differentiation between the professional and profile elective disciplines;4. Mapping the formed “complementary” competences with the elective disciplines, allowing constructing the individual professional development paths.Practical approbation of the developed algorithm shows its applicability for reaching the designated objectives. Based on the formed algorithm the improved ontological model of the competence-oriented curriculum has been developed, including external sources of the “complementary” competences.Conclusion.The developed tools of differentiating between the elective disciplines of the competence-oriented curriculum have several directions of potential practical applicability. Firstly, students can use these tools for the individual professional development paths’ formation. Secondly, management of the educational programs could use these tools for upgrading the competence-based curricula. Namely, the suggested tools allow increasing logical and systemic self-consistency of the curricula without fundamentally altering their structure; in addition, the tools enable timely correction of curriculum content in accordance with changes in the needs of current and potential employers of the relevant sectors of the economy.

The chapter describes the research performed within the KOMET (Knowledge and cOntent structuring via METhods of collaborative ontology design) project, which was aimed at developing a new paradigm for knowledge structuring. By knowledge structure, the authors define the main domain concepts and relations between them in a form of graph, map, or diagram. The approach considers the specifics of individual cognitive style. Two stages of research have been completed: research into correlations between the expert's individual cognitive style and the peculiarities of expert's subject domain ontology development; and study of correlations between the expert's individual cognitive style and the group ontology design (including the design performed in groups consisting of experts either of similar or of different cognitive styles). The results of this work can be applied to organizing collaborative ontology design (especially for research and learning purposes), data structuring, and other group analytical work. Implications for practice are briefly delineated.