Internationally, classes in higher education institutions are becoming larger and more diverse. Support for "non-traditional" students has often taken the form of additional remedial classes offered outside the main curriculum, which has met with limited success. Sociocultural theories of learning argue that the potential clash between the sociocultural context of disciplinary knowledge and the very different home contexts of many non-traditional students needs to be acknowledged. One way to achieve this is to use student-generated content, which allows teachers to bring student experiences and voices into the community of practice and acknowledges the importance of their prior experiences in knowledge production. Building on such sociocultural approaches to teaching and learning, this paper focuses on the use of student-generated podcasts as a means to harness the diversity of student experiences in a large (nearly 600 students) first-year Economics class at a South African University.