Disrupting the 'sage on the stage'

This presentation explored the creation and sharing of resources with students via social media as a way challenging authoritative nature traditional academic skills content (Price et. al, 2017; Gordon Melrose, 2011). The concept ‘Sage on Stage’ has been replaced in recent years more active, student-centred learning environment (Roberts, 2016). Audiograms are bitesize audio-visual explorations student questions about skills, created distributed collaboratively our Student Peer Mentors. It had anticipated that peer mentors would take lead audiogram creation, drawing range voices researching, writing, recording responses to them format an advice columnist, so was given student. While sense teamwork around audiograms’ they felt varying degrees ownership. Ultimately, led, co-ordinated produced by staff member. However, desired outcomes were addressed through collaboration, problem-solving reflective production (Al Qasim Al Fadda, 2013; Fernandez et al., 2015; Forbes, 2015 cited Hopkins, 2020). also acted coaches who can assist new time management, study goal setting (Parsloe Wray, 2004 Mentors needed active support supervision achieve this. results work bring less formal engaging approach subject matter.