This article reports on part of the author's PhD action research study. It examines the complexity of features that social media and Web 2.0 offer when combined with face-to-face teaching and learning. Action research was used to help redesign the learning programs of XXX's thirteen Middle Years classes over an eighteen month period. These learning programs took advantage of the unique communicative methods offered by social media and provided spaces such as blogs, groups and discussion forums. Students developed their own identity when working online, made online friends, left comments for peers and uploaded content which included publishing, peer reviewing and self assessment. The research highlighted the simplicity in the creation and exchange of user-generated content and interaction while identifying a complex depth behind such interaction. Designing learning programs using social media enabled the students to be active and valued participants in the learning process and a "hybrid" learning environment which supported many 21st Century skills was achieved. (Contains 14 figures.)