2. Diffusion of pedagogical innovations through sharing the pedagogical scenarios
The theoretical framework suggested by Rogers [1969] explains the core players and phases in diffusion of innovations. According to Rogers, individuals fall into five different categories based on their attitude towards innovation and change in general. Only 15% of teachers (called innovators and early adopters by Rogers) can be expected to have positive attitude and motivation to invest their time and efforts in designing alternative pedagogical scenarios. The rest of teachers (early and late majority, laggards) are much more difficult to convince to change their current practices -  Moore [xxxx] has identified this gap (Moore’s chasm) between these two groups as the main challenge in the process of introducing innovations. Our study explores the potential of a simple online social media platform in extending the diffusion of educational innovation beyond the Moore’s chasm.
3. Related research
Describing of the learning process in formal and standardised way is not trivial task and it is still challenging for researchers and developers. In the following part  we briefly discuss related work in this field.
Studying various studies in the field of the pedagogical scenario it can be seen that among researches during several years (Caeiro, 2003; Griffiths, J. Blat, 2005, Sánchez, 2006, Koper, 2007, Eloy D. Villasclaras-Fernández, 2009, De-La-Fuente-Valentin, 2011, OUAHABI, Sara, 2014, Mhouti, 2016) is more “popular” educational modeling language IMS Learning Design specification. This  formal language allows to describe different pedagogical models. Koper (2005) defined a few principles of Learning Design, оne of which is flexibility. More precisely this specification is pedagogically neutral since it has no single pedagogy behind (Tattersall, 2004). Several studies (Caeiro, 2003, Mhouti, 2016 ...=) have highlighted this characteristic because it should support a wide range of the pedagogical approaches. From our point of view a pedagogical neutrality is rather disadvantage of Learning Design. For changing the approach to learning teachers should implement the innovative pedagogical scenarios, like flipped classroom, project-oriented learning, problem or game-based learning ect. These pedagogical scenarios require fundamentally different role of teachers and learners as well. And for implementation an approach to learning that support learner’s the acquisition of learning skills, creativity and entrepreneurship with using ICT teachers need instructional support (Schneider et al., 2003; Conole, Fill, 2005; Häkkinen and Mäkitalo, 2007, Häkkinen, Mäkitalo-Siegl, 2007). For educators is not enough just have the opportunity to  define sequences and type of the activity for student, related tasks and way to evaluate. We can assume that in the absence of a specific pedagogical aspect teacher will design a learning process according  R. Gagne guidance systems (Saettler, P. 1990).   In this case to change teacher’s or learner's role in the learning process almost impossible.
In addition there exist a different kind of limitations and deficiencies such the insufficient flexibility  in the description of learning designs (Caero at al. 2003), low  adoption among the teachers because of the lack understanding of the specification (Sporer, 2010), technical difficulties for an individual learner (Yu, Guangyao, 2008).
However, one can notice that during the various studies researchers use IMS LD specifications for developing meta-model of the tools for creating and sharing pedagogical scenario: Collage (Hernández-Leo et al., 2006), ScenEdit (Emin, Pernin, & Aguirre, 2010), Reload LD editor (Milligan, CD, 2005).
Quite popular environment for creating and sharing pedagogical scenario seems to be Learning Activity Management System (Kurvits, 2015).  LAMS provides educators with visual environment for creating sequences of learning activities (Dalziel, J., 2006). But LAMS doesn't support  the teacher in implementing activities that facilitated innovative teaching approach (Bower, 2011).
In order to solve this deficiency has been developed a software application - Learning Designer that assists teachers in designing learning experiences for their students (Bower, 2011). Leaning Designer has the pedagogical pattern template to help teachers describe their own teaching idea.
A more common way for a teacher to describe own practices is writing narrative pedagogical scenarios in a structured manner, e.g. lesson plan templates. There are some software tools that include such templates, for example Lesson Plans or Lesson Builder, Scenario Development Environment. Unfortunately, pedagogical scenarios presented through these tools have long blurred descriptions and them structure looks the same for all scenarios. Thereby this way for describing pedagogical scenario doesn’t support teachers in changing the approach to learning.
Most of existing tools for describing and sharing a pedagogical scenario are not popular among teachers (Kurvits, 2015)