Introduction Social platforms, such as Elgg, Facebook and Twitter provide new models for knowledge acquision, separate from traditional learning platforms such as studentcentral. This ongoing research attempts to compare and model the differences in the ways students acquire knowledge between these structured and collaborative learning environments. Relation to learning, teaching, assessment Looking at the benefits that traditional learning environment models such as Blackboard offer and comparing with those of social networking models with a view to inform tutors to make effective choices of/or combinations of tools. Context At the University of Brighton we work on ways to maintain the structured and controlled course management system of Blackboard but to seamlessly integrate other tools and services into that framework as painlessly for users as possible. The primary way we help offer a choice between Blackboard and social networking is the provision of our integrated university social networking platform, Community@Brighton (based on Elgg). Research process / methodology The particular research I’d like to focus on in the session is the development of a physical analogy for the two kinds of models under discussion. Participants will be encouraged to engage and discuss this, with a view to find a way to best inform colleagues of the implications of the changes these new models can bring to their teaching. Implications and transferability The paradigm of learning environments is changing, and this work aims to help tutors make sense of where we are to make the best use of the technology available and the needs of their students for the future. Background references An overview of Connectivism: Martin Weller, Using learning environments as a metaphor for educational change, On the Horizon 17(3) pp. 181-189