The paper discusses the integration of technology in education, particularly in the context of engineering universities. It emphasizes the need for technology that aligns with pedagogical intentions and addresses the challenges faced by professors. The research is conducted in the context of a wider project, Face-it, which aims to develop a portal that supports teaching and learning by facilitating a graphical representation of course content, providing resources, and collecting feedback on learning. The research adopts an action research approach to investigate the portal's development and implementation in engineering courses. In the first phase, a standardized language between developers and users has been established by creating guidelines for describing course content and learning outcomes. Also, a new taxonomy is being developed to categorize skills and index teaching-learning resources; validating the taxonomy is part of the study as well. In the second phase, the study involves exploring the pedagogical affordance of the portal through activity system reconstruction. Data is collected through interviews and a survey with professors in the first phase, and through interviews with developers and professors, as well as surveys with students, in the second phase. The study's results aim to contribute to the existing literature on technology-enhanced learning in engineering education and guide future research directions for the Face-it project. [For the full proceedings, see ED665621.]