This paper presents a qualitative case study of socialised blended learning, using a social network platform to investigate the level of literacies and interactions of students in a blended learning environment of traditional face-to-face design studio and online participatory teaching. Using student and staff feedback, the paper examines the use of a web-assisted model of assessment, participation and publication as a mechanism for measuring the effectiveness of inclusive learning when supported by the constructs of social interaction. This paper describes the analysis of qualitative data to develop a preliminary theoretical framework of the social affordances of web-assisted teaching environments to support the changing demands of student literacies, cultural competencies and learning needs. The framework aims to support future models of online learning and facilitate further research into mediated design education.