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Helping themselves to audiographics: students lead their own learning

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Disciplines
  • Education

Abstract

This paper reports findings from a study of the work of a student-led learning group that operated in an audiographics environment within an educational programme. The group was largely self-organizing and self-motivating, and the paper argues that participation of this kind can contribute significantly to learning outcomes within a formal programme. The paper examines how far the group’s activities illustrate an emerging role for students in leading their own learning, and explores how this relates to current debates about social networking and Web 2.0. The paper advocates a role for the educator in nurturing and supporting student-led groups while respecting their essentially self-directed nature, and argues that ‘crossover’ activities of this kind give universities another opportunity to enlarge their practices by harnessing some of the same impulses that have so spectacularly driven the development of Web 2.0.

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