In this paper we present a model for designing professional courses in a blended learning context as a tool to help the interaction between students, teachers and learning resources. This model aims to promote new concepts, new approaches and new strategies that have been changing the paradigm of teaching and learning. To develop a course based on these objectives, a systematic process, driven by a series of well-defined phases and activities, is required to help us to effectively develop high-quality applications. The research presented here focuses on an improved design model in a blended learning context and consists of four main phases: requirements definition, planning, design of learning activities, implementation, and evaluation. The whole process begins with an analysis of the students and the characteristics of the environment. Content analysis is conducted to explore the structure of the course. The identification of learning events, learning units, and instructional methods are included in the design of learning activities. As evaluation is a critical factor, this model incorporates a questionnaire, whose purpose is to ensure a well-designed blended learning course. This questionnaire tries to answer the key points that determine the structure of the course and to check the satisfaction of the learners with the context taught. One of the main contributions of this research is allowing the requalification of professionals who meet the needs of professional staff in Information and communications technology (ICT). [For the full proceedings, see ED621892.]