Abstract: This paper reports on a study aimed at investigating the learning and knowledge construction processes of volunteer university students tasked with producing short, talkback radio-style educational audio learning objects (Middleton and McCarter, 2006; Cebeci and Tekdal, 2006), to be distributed to cohorts of other students through podcasting technology. The study used focus group interviewing to analyse the cognitive and social interaction that occurred as students engaged in developing the joint objects of activity. The findings indicate that both individual and collective advances were achieved through collaborative dialogue and peer-to-peer interaction. In addition, the metacognitive processes of planning, self-monitoring and reflection were evidenced in the student-producers’ discourse