Process-oriented learning designs describe innovative teaching practices (processes) that consist of a set of inter-related learning tasks. These processes are generic rather than discipline specific. An example includes a problem-solving process widely used in problem-based learning. Most existing process-oriented learning designs are not analysed or documented in any systematic way. This is because they represent tacit knowledge gained through years of practical experience and reflective practice. Consequently they are hard to externalise and support by information technology. This paper investigates the dual role IT technology plays in relation to process-related learning designs. It argues that existing educational technologies, knowledge-management systems and process-oriented technologies cannot be used to support process-related learning designs. Furthermore, these existing technologies cannot be used to offer knowledge management support to teachers interested to share, store and reuse their innovative practices. The paper describes a new type of process- oriented, knowledge-management educational technology designed to fulfil this dual role. The paper also identifies various interesting IS challenges related to the design and implementation of this technology.