摘要：The landscape of Higher Education is changing, and within it, the technologies that are to hand are new and rapidly evolving (Salmon, 2011). University lecturers are required to navigate new platforms and learn new systems in accordance with institutional practices. These new technical developments need to be swiftly applied to existing courses and aligned to meet the diverse needs of students and match individual pedagogical approaches. This study explores academics' resistance to change. The authors have met academics who express a sense of being overwhelmed by the pace of change. Some colleagues report that they apply new technologies more because it is a top-down requirement than through any conviction, or belief in their worth. This paper sets out the aims, stages and outcomes of a Peer Support for Technology-Enhanced Learning project. It suggests that the process of adapting to change is significantly eased with the support of other people. As Sharpe and Oliver (2007) suggest, there are no simple solutions to match the full complexity of the task in hand. They emphasise the importance of 'peer processes' (p.124) that allow people to talk through, share and test out new approaches with each other. This project grew out of peer support arrangements between two colleagues, and expanded to incorporate a group of self-identified colleagues ready to engage in peer support activities and move their practice forwards, together. The authors put forward a pattern that may be applied by other departments and institutions for adapting to change. The spiral shape, they suggest, evokes a gentle, recursive motion, allows for off-piste explorations, has a force of its own, is cumulative, grows in strength, becomes more visible, is outward facing. Such a pattern, they propose, might support faculties to develop strategies for adapting to change in the digital age.
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