- anticipating students' needs when making design decisions in your Moodle area.
- reassuring yourself about exactly what students can access, eg when you're hiding or revealing elements, when using Groups and Groupings, or using the Gradebook to give assessment feedback.
- familiarising yourself with the way things display to students eg Quizzes, the Gradebook, Forum posts, email alerts.
- anticipating student questions and authoring instructions for students from their point of view.
- invaluable insights when experimenting with something new in Moodle; interacting with the new thing in one or more student roles, then logging back in as editor to see whether it works as intended from a tutor point of view.
- you can test and check as you go along - in other words you can play and experiment within Moodle.
- you're independent and don't have to rely on colleagues to pose as students.
- you can design your Moodle areas more empathetically, which hopefully makes them easier to use, which in turn means fewer student questions and more less student satisfactiondissatisfaction.
- if you want to persuade your colleagues to try something new in Moodle, you don't have to rely on their imaginations or optimism so much - you can actually show them, and even let them log in and play.