The design of a web-based hypermedia learning solution requires a robust design process--a full iteration that conceptually, metaphorically, structurally and navigationally defines a solution with the end users at its core as exemplified by Kommers (2001). Initially this process was considered as a sequential, hierarchical pyramid from conceptual at the base to navigational at its peak; however, upon completion of the process it appeared more fluid, flat and interdependent where each design phase influenced and informed each other. The solution was instigated by the identification of an opportunity to recreate a learning environment online. An analysis of the proposed client (in totality; student, facilitator, course and institution) resulted in the identification of an ideal solution concept. The concept was further entertained through the exploration of the metaphoric domain of the solution. This activity culminated in the identification of solution specification/personalisation and humanisation via a virtual avatar. Following this, a structure emerged which provided the technical framework for the final solution and ensured the solution would be efficient, usable and navigable. Design of the navigational architecture capped the design section. The output was a blended (synchronous/asynchronous) web-based learning solution for an online course in online facilitation, enabling users to discuss, learn, collaborate, reflect and derive meaning. (Contains 8 figures and 1 table.)