In this paper we argue that a messy design process does not mitigate against sharing and transfer of artefacts across educational domains. In fact, such a process can aid in developing a model for learning and teaching that is reusable and authentic. We describe the planning and design of an integrated and interactive blended learning environment for students while demonstrating that messiness does not necessarily preclude modelling. Drawing on the educational design literature, our aim in the project discussed in this paper was to develop sustainable designs as a key feature and to facilitate applicability across disciplines. We are proposing a planning and design process framework for blended learning that may be shareable, reusable and flexible while being neither ill-structured nor ill-defined.