The effective integration of technology into teaching and learning has been a focus of universities and governments for the past decade. Yet progress towards this goal has been limited to date. Knowledge of how to integrate technology has become a necessity for university lecturers and effective models of support are needed to facilitate this often challenging process. However, little is known about how the individual lecturer designs and what methods of support might best help his or her knowledge of how to integrate technology. One reason that this area has been under-researched may be the inherent challenges in investigating design processes which are by their very nature difficult to observe. This paper describes a case study methodology designed to overcome these challenges in order to study lecturers' use of learning designs and the development of technological, pedagogical and content knowledge while designing a course (or unit of study).