278 Copyright © 2017, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Chapter 14 DOI: 10.4018/978-1-5225-1692-7.ch014 ABSTRACT The chapter discusses best practice approaches and metrics for evaluation that support seamless learn- ing with social media on three diferent organizational levels: (1) the learning organization, (2) the learning program/curriculum, and (3) the individual teacher/learner. Initially, we establish how social media and seamless learning are connected, by sketching a brief overview of the history and evolution of each concept. We draw upon the theoretical frameworks of social learning theory, transfer learning (bricolage), and educational design patterns to elaborate upon diferent ideas for ways in which social media can support seamless learning. To exemplify how social media can support seamless learning we follow up with presenting three case studies on the organizational level, on the program level, and on the individual level. Each case study analyzes the context for the use of social media, followed by a discussion of how social media serves as a catalyst for seamless learning. INTRODUCTION For at least two decades, contemporary educational research has advocated the blurring of boundaries between formal and informal learning to create seamless learning experiences, a term created by Kuh (1996). Seamless learning refers to the integration of learning experiences across formal and informal contexts, individual and social spaces, as well as face-to-face and online settings (Wong & Looi, 2011; Wong, Milrad, & Specht, 2015). The emphasis on student centered learning focuses the institutional Social Media Strategies for Seamless Learning: Approaches and Metrics Stefanie Panke University of North Carolina at Chapel Hill, USA Christian Kohls TH Köln, Germany Birgit Gaiser Helmholtz Gemeinschaft, Germany