The objective of the paper is to develop and present a value-framework for open education through utilising the concept of hybridity.  The notion of hybridity here is to be understood as the intermingling of traditionally dissimilar or separate dimensions to create something that is not a ‘blend’ of the original dimensions but a distinctive species of a different nature - a hybrid. Accordingly, hybrid education designates the cross-fertilization of separate educational dimensions such as physical-digital learning environments, academic and non-academic spaces, formal and informal education, teachers and students, on-campus and in-world teaching and learning, academic and personal identities (Stommel, 2012; Rorabough & Stommel, 2012). This cross-fertilization is carried out to create new species of education rather than putting two things together such as is found in the concept of  e.g. blended education. As education moves online, opens up to the world and goes beyond  the campus, we cannot simply toss together the new and the old. Rather, we need to critically reflect on the tensions and potentials inherent in these dimensions and the possibility they present to breed new hybrid species of learning environments and educational designs. Hybrid education, then, is about the transformative potential inherent in these transitions within current education. Through the use of a design pattern approach (Mor & Winters, 2007; Maina, Craft & Mor, 2015; Conole, Dyke, Oliver & Seale, 2004; Goodyear, 2005), the paper presents a value-framework for open education as a foundation for creating new hybrid learning designs and environments while preserving the inner values of hybridity. As such, the paper poses the following questions: What are the values that are immanent in the notion hybrid education? And how can these values be utilized to conceptualise new hybrid environments and designs for open education?

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