This study presents the application of the BAAS Model (Sequential and Articulated Learning Blocks) to redesign a traditional curricular unit into a hybrid structure within a Visual Communication Design program. Originally developed in the field of engineering, the model is explored here through a qualitative case study to assess its adaptability to creative disciplines. The analysis focuses on how the model’s three core dimensions-instructional location, interaction timing, and technological integration-are reinterpreted in design-based learning environments. Key findings include the redefinition of asynchronous time as a socially situated learning space, and the pivotal role of the transitional block as a connector between theory and creative practice. While the final implementation phase is pending, this paper documents significant advances in instructional redesign and offers transferable insights for disciplines grounded in project-based learning. The model contributes a human-centered approach to hybrid course design, framing technology as a cognitive mediator rather than a mere delivery tool.