There has been a lot of discussion about the value of MOOCs in education. Much of this has focussed at HE level because it is thought students working at this level of educational maturity would have a better handle of self-managed learning and the discipline required to complete. There has been less discussion of MOOCs in FE because learners are less likely to complete a MOOC and it is therefore more difficult to manage
One way too use MOOCs in FE is as a taster to a course, offered over the Summer, between the moment a student is accepted onto a course and the day they attend class.

It might be a good design choice of the following reasons:

1. It creates and holds learner engagement over the Summer holiday
   
2. It introduces the topic and thereby smooths introduction into study.
   
3. It supports initial assessment by giving evidence to support or adjust initial assessment.
   
4. It introduces technology early as a means of study
   
5. It is more likely to succeed drawing on student's initial enthusiasm for joining the course.
6. The MOOC is seen as having a clear and limited purpose and therefore more likely to be completed.
7. It encourages collaborative learning amongst students as they join the course. 
   
8. It begins socialisation of the class ready for a September start
   
9. It explores the benefit of MOOCs in FE
   
10. Teachers need only occasional links in so does not constitute extra effort.
    
11. It might count as Learner presence where the MOOC is completed.
12. It Introduces basic concepts of the course at the outset and improves confidence at the outset
    
13. It introduces difficult language that meeds to be mastered and provides time to do this
    
14. It starts the conversation with students what they hope to gain from the course at the outset

What is Digital Simulation:
Digital Simulation has been defined by Professor Diana Laurillard as 'goal-oriented manipulations of a simulated world with meaningful feedback, which enables the learner to work independently of the teacher, individually or in a group'. 
Digital Simulation in FE has not flourished because the authentic learning experience is always better, based in competency and skills. Consequently simulated learning has always been seen as second best, where authentic learning isn’t available. However, there are circumstances and situations where authentic learning isn’t available. 

The value of digital simulation is used where authentic learning isn’t available.

The characteristics of Digital Simulation

1. Embedded in the simulation is a model of some aspect of the real world so as to stimulate authentic learning. It will attempt to proximate as closely as possible to the real world.
2. The transactions are learning activities with feedback that helps the learner see how to improve their action. Repetition is available to build skill
3. Achieving the goal should depend on learning the target concept or improving a skill.

In short it is using technology to simulate real world activity as a learning object.

What discourages the use of Digital Simulation

• FE focusses on authentic learning and by default works to this rather than simulation meaning that digital simulation occurs by exception
• Awarding bodies ask for authentic situations for learning assessment. (NVQ can be 100%) 
• No overt funding for simulation (at least no cultural history of funding for simulation)
• Where time and money exist, staff look to adding to real experience learning by default. This includes internships, workplace visits and opportunities offered by apprenticeships
• Good quality simulation can be prohibitively expensive and authenticity need not be expensive. Motor Vehicle students for example use MOT failures so have free or very cheap real products to work on.
• Even 'expensive reality' is offset by charging for the product. (Catering, Hairdressing etc.). Simulated results cannot generate income.
• Marketing of courses includes describing the quality of equipment and facilities in garages, workshops, theatres, salons, gyms and stables. A land-based college for example is essentially a working farm, and all effort is put into that. Simulation has no history of being something that would specifically attract students. 

What are the benefits of Digital Simulation

• Simulation offers repetition of correct procedure, often found in games, and ways that support practice. Simple tasks based on 'follow me and my example' simulation can be helpful in building confidence.
• The ability of technology to replicate ‘reality’ is getting easier, cheaper, often needing less space. Consequently the argument is strengthening towards consideration of using simulation or at least a mixed economy of the two.