Higher education institutions are adopting blended and immersed models of teaching and learning, with social media technologies increasingly becoming centre-stage in the drive to facilitate connected, collaborative and authentic learning. The ensuing critique explores existing and emergent 'Theoretical' and 'Practice' models of e-learning (as delineated by Beetham, 2004), that have emerged from and/ or can support the integration of social media in higher education. The meta-level theoretical models explored include Garrison et al (2000) Community of Inquiry Framework, Siemens (2005, 2008) Theory of Connectivism and corresponding Learning Ecology model and Holland et al (2012) Ethical values pedagogical model. The Practice Models examined are Mason's Models of Online Learning (1998), Quinsee's 3-stage incremental model of technology integration in higher education, and the 'Flipped Classroom'. The discussion concludes by highlighting some of the key challenges and issues arising from the use of social media in education, including the need for educators in higher education to move from transmissive (didactic) to transformative pedagogies, the requirement for re-training in the design of online content, concerns around the de-professionalization of teaching and learning, and the tensions that may exist for learners in the use of 'Living technologies' (social media used in everyday life) as 'Learning technologies'.