Urs Hunkler

Mary, thanks for your positive feedback.

I don't think it's worth to create another dead end tracker issue - I have a lot of experience with dead end tracker entries.

Just to inform you - as announced I closed the site again.

It's again interesting to see how interested the Moodle people are in design oriented proposals.Two persons checked the admin theme - non of the developers did.

Mauno is working hard on forum proposals. He offers proposals worth considering. Who notices?

IMO the best solution is a very flexible page structure - based on that designers can create solutions for their special tasks. Searching for the one solution fitting all situations will fail.

I'm curious how flexible the reworked forum page structure will be.

To support understanding how the presentational and admin theme combo work I open a demo Moodle installation for a short time (probably this week).

You may go to http://chameleon-theme.unodo-design.com/ and enter as "teacher" or "student" with "Admintheme1!". The teacher sees the admin theme, the student not.

The forum is another beast and needs some careful thinking. The most important step will be to remove the tables.

Nesting could be done with much smaller indents. Or could be handled with no indent at all but a color scheme from light to dark, following the rainbow or something similar. Or a mixture of both.

IMO deeply nested forum threads are pain to follow. May be the actual nesting concept is weird.

The second theme for all admin and settings pages is seen by admins and teachers. An admin theme for all administrative work - all pages on which you change settings or edit content - has not only the advantage to offer a different page layout but also to signal with it's different look that the user needs to take extra care for what she does because she is editing/changing something.

Students never see the admin theme. That means that some pages like the user profile are displayed different to admins/teachers (admin theme) and students (presentational theme).