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  • 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.

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  • 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.

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