Ilaria Nuvola

I have been creative (and a bit nerd) since I was a child, I like nature, art, cinema and video games.
For a little while i tried to stay inside the box with scientific studies but then graphic design got the better of me.
As a dreamer and a perfectionist, I notice and give value to every single detail, because these are what makes things beautiful.

How individual learning models and didactic methodologies will change the Coronavirus pandemic: The case of concurrent engineering


Numerous scientific research studies have addressed the impact of social interaction processes on the mechanisms that regulate the levels of individual learning and on teaching methods.
The role of social interactions is particularly evident in concurrent and collaborative environments, such as the Concurrent Design Facility (CDF), developed and successfully operating at ESTEC since 1998.
Concurrency and collaborative approaches are as much cultural as social mind-sets and a key factor in the success of concurrent engineering practices lies in establishing the right alchemy between technical challenges and social interactions.
The paper analyzes the effects on people’s processes and learning levels as a result of the transformations caused by the digital revolution and the global pandemic, highlighting some potentially positive evolutions.


Numerous scientific research studies have addressed the impact of social interaction processes on the mechanisms that regulate the levels of individual learning and on teaching methods.
According to these theories, individual learning, considering the human being, in a systems theory perspective, as a living system dynamically interacting with its environment, does not depend only on individual factors [such as “motivation to learn” (Mo), “emotional convolution” (Em) and “memorization processes” (Me)], but also on the effects of “social interaction” (Is).
The level of individual learning (Ai) depends on the multiplicative combination of individual factors and social interactions:

Ai = (Mo, Em, Me) * Is

As shown by A. Bandura [1] in his studies on individual learning processes and on the impacts from mutual observation between individuals, learning depends on those contents of knowledge and technical skills (“know-how”) that people acquire by observing others. In other words, learning is based, “inter alia”, on strong competing social interactions.
The role of social interactions is particularly evident in concurrent and collaborative environments, such as the Concurrent Design Facility (CDF), developed and successfully operating at ESTEC (Fig.1).

Figure 1: ESTEC concurrent Design Facility

Concurrency and collaborative approaches are as much cultural as social mind-sets and a key factor in the success of concurrent engineering practices lies in establishing the right alchemy between technical challenges and social interactions.
Nowadays we are faced with the need to reformulate our theories and best practices as a result of two paradigmatic and disruptive changes: the digital revolution on one side and the global social-economic effects of the Coronavirus pandemic on the other. Both move in the same direction of change, amplifying its effects: virtualization/remotization of learning and working interactions and social distancing.
From a broad perspective, the pandemic, with all its tragic effects, is just accelerating an already existing societal transformational process: the progressive dematerialization and virtualization of many productive activities, mainly in the service sector.
The challenge we are now facing is that of extending this paradigm to activities highly dependent on intellectual interactions and knowledge-intensive: engineering, medicine, and education.


It might be useful to better define the meaning of three terms often used in this paper and to provide some definitions.
Concurrent engineering, as already stated, is a technical approach and mindset even before being a methodology. Concurrency means looking at the engineering of a product, system, or service with a truly systemic and holistic view, considering all aspects of the life-cycle: design, development, production, operations, logistics, and evolution (or retirement/disposal).
From a methodological standpoint, Concurrent Engineering (CE) emphasizes the parallelization of tasks (i.e. performing tasks “concurrently”) in the development of a new product and hence it is also sometimes called simultaneous engineering.
With its through-life perspective, Concurrent Engineering represents a drastically new paradigm shift as compared to the “traditional” engineering approach (also known as “waterfall” or “over-the-wall” approach), where tasks were performed sequentially and teams worked separately, in isolated “silos” (Fig.2).

figure 2: “Waterfall” vs. “Concurrent” engineering process

Collaboration among people is key to the success of a concurrent engineering process.
CE is intrinsically based on multidisciplinary teams, sharing a common teamwork culture, realizing good communication in a collaborative, co-operative environment and, we could even say, sharing the same empathy towards a common vision.
The role of collaboration in all contemporary industrial processes is becoming so important that a specific science, Collaborative Engineering, was developed as a practical application of collaboration sciences to the engineering domain.
Collaborative Engineering is defined by the International Journal of Collaborative Engineering as a discipline that “studies the interactive process of engineering collaboration, whereby multiple interested stakeholders resolve conflicts, bargain for individual or collective advantages, agree upon courses of action, and/or attempt to craft joint outcomes which serve their mutual interests.”.
It should be evident that Concurrent Engineering and Collaborative Engineering are not overlapping concepts and approaches, but that they support each other and are closely related.
The practical convergence of the “concurrent” view, more focussed on industrial processes, and the “collaborative” one, more focussed on people and human interactions, is in a Concurrent Design Facility (CDF).
The concurrent engineering approach is based on five key elements:

  • a process
  • a multidisciplinary team
  • an integrated design model
  • a facility (CDF)
  • a software infrastructure

It is in the physical facility, the CDF, that the non-obvious blend between technical and human factors has to successfully be realized.
This is quite evident in the definition of Concurrent Engineering that we have adopted for the Concurrent Design Facility is: “Concurrent Engineering (CE) is a systematic approach to integrated product development that emphasizes the response to customer expectations. It embodies team values of co-operation, trust, and sharing in such a manner that decision making is by consensus, involving all perspectives in parallel, from the beginning of the product life-cycle.”


The digitization of workplaces involves some notable changes that we could even define paradigmatic.  One of these is undoubtedly represented by the transformation of the physical workplace, based on the “atomic” dimension of reality, into a digital workspace where “places” are dematerialized and made up of “bits and bytes” [2].  Paradoxically, this profound difference between the two “worlds”, the physical and the digital one, makes possible practicing “social distancing” and “interpersonal digital approach” at the same time.  That is, someone can be in different physical places at the same time, but in the same digital space.
In this context, one of the elements that have aroused the most considerable interest from researchers is the effect of this radical change on organizational behaviors and in particular on cooperative ones.
Organizational behavior consists of how a person behaves within a particular organizational context [3], such as in a concurrent engineering facility. Organizational contexts influence individual behaviors and the final result may also be profoundly different from the natural propensity of the individual. For example, people with an aggressive and competitive attitude will necessarily have to “behave” in a different way to survive in a social and collaborative context.
Research in psychology has agreed, more or less uniformly, that among all possible models of behavior, even regardless of the animal species in question, the “cooperative/collaborative” one undoubtedly represents the behavioral modality that gives the highest chances of survival.  Even in moments of necessary competition, collaboration, and cooperation, albeit temporary, can represent a valid strategy of success (competing cooperation or “coopetition”, [4]).
Studies also show that cooperative/collaborative interactions between subjects, compared to the activities carried out in a competitive and individualistic context, promote the achievement of superior results and have shown that cooperation has positive effects even when in the workgroup there are simultaneously operating subjects with different professionalism and experiences.  It is, therefore, reasonable to note that during the performance of group activities, some critical soft skills relating to problem-solving and logical analyses increase in a recordable way, for the benefit of all team members. So individual performances are attested on the levels of individuals with superior skills [5].
 It is now a question of verifying what happens when the physical place of cooperation and interaction is missing, and a digital space replaces it.
First of all, we must state that the only area in which research in this sense has been conducted, and where it is possible to make a structured analysis of the literature, is the “education” sector and in particular that of e-learning.  The effects on the individual behavior of the adoption of digital solutions in learning processes have been experienced for a long time.
The organizational and methodological changes required in the passage from “concurrent engineering working place” to “concurrent engineering working space”, as mentioned, is paradigmatic. For this reason, we need to experiment with innovative organizational methods or otherwise see the numerous advantages of team-working vanish.
If we did not adopt any organizational measures, the individualistic dimension of the team members, now virtual, would tend to take over with all its charge of negativity which would reflect negatively on the overall performance levels.
In the digital working/educational group, it is necessary to keep under control with a great emphasis on all communication processes, that physical distance modifies in depth.
In real places, communication, which is the basis of the cooperation and collaboration process, is enriched by all the non-verbal (e.g. body language) forms of expression and sometimes we understand each other by merely crossing the gazes or observing a particular expression on the face of one’s interlocutors.
In online processes, all this vanishes, and we have to integrate the natural communication processes with some surrogate technologies and methodologies.
In our research and professional experience in the e-learning world, we have adopted some solutions which, albeit by modifying the work processes, can help to reestablish the right communication flows in a work context.
First of all, it is advantageous to include a new professional figure in the various organizational processes, which we have defined as a “process tutor”, to whom we can entrust the specific role of encouraging the development of adequate communication flows between operators.  The process tutor works, obviously online, in a proactive way.  This role will be entrusted to young people with professional competence in the domain under discussion, graduates with a couple of years of experience, extroverts, with adequate communication skills and with specific skills in the use of social communication tools.  The tutor also verifies the state of functionality of the teleconferencing system, intervenes in the work process, or the educational process if it is an online training activity, encouraging participation and stimulating communication flows between operators.
The tutor also has the task of monitoring the chat discussion between operators. He moderates ongoing discussions and directly intervenes when he can do so.  Alternatively, he may, if so deemed necessary, re-focus the work requesting specific attention on topics emerging from the interactions of the team members.
Technologies today also allow to record meetings, place subtitles and index their contents, so that they can be reviewed (which is typical of e-learning), but also reworked to identify, ex-post, any weaknesses or planning errors in the organizational processes, to identify best practices to refer to in the future.
The frequent use of the proactive tutor and the tools outlined can allow the recovery of the dimension of collaboration and cooperation between individuals, albeit in a different form.  In this way, following the theory of interpersonal motivational states [6], it is possible to establish a new form of collaborative behavior, called phylogenetic theory.  Therefore, behavioral styles change based on new experiences and can generate stable (ontogenetic) changes in individual behavior that will constitute, in the future, the new standard.
In conclusion, we believe that if, on the one hand, the digitization of organizational processes involves radical changes in individual behaviors, worsening the level of interaction between people, on the other hand, technological evolution and people’s ability to adapt might compensate this worsening of the organizational conditions [7].   Indeed, new work situations might emerge in which, in different organizational and operational forms, it is still possible to benefit from the advantages deriving from the cooperation between individuals.
What seems important to underline is that we must not try, in a simplistic way, to translate physical environments into digital ones, but rather to exploit all available new technologies and count on the limitless evolutionary adaptation capabilities of mankind.


In the last months, because of the Covid-19 pandemic, the ESTEC CDF had to hold its activities and design sessions in a virtual set-up, with participants remotely connected in audio teleconference (video was not adequate to ensure a good connection quality, given the available internet connection bandwidth and the number of engineers involved.
The experience was challenging, but at the same time very instructive. It confirmed that drawbacks from working remotely were somehow acceptable at the purely engineering level, much more serious and penalizing in terms of the creation of a common team-spirit and interpersonal communications.
Problems were evident in the first phase of a Study (team creation), mainly due to the difficulty in building a common team spirit. In general, the process was less concurrent, lacking, for instance, the spontaneous, relaxed side discussions occurring between team members (e.g. during coffee breaks or at the canteen).
Experts motivation and engagement were as much as possible compensated by planning ad-hoc splinter meetings (as a surrogate to spontaneous chats) where the CDF Systems Team would approach specialists in smaller groups, discussing technical issues but also establishing a human connection that in the CDF would happen exchanging a glance at the right moment. The essential role of the team leader was confirmed and his contribution as a facilitator was further appreciated, both from a technical and a human perspective
The invaluable soft skills of the leader had to be re-invented, with a redefinition of the senses to be used: it was no longer possible to look at the faces of the team members, attempting at decoding doubts, frustration or excitement, but words, pace, tone of the voice became the most important tool for the leader guiding the team.
And all this happened without a preparation but with a strong motivation and resilience, and with the willingness to challenge a situation that nobody would have ever expected.
The team of Systems Engineers involved in CDF Studies and other concurrent activities during the pandemic made time to reflect upon the experience, deriving the following main lessons learned:

  • Remote Concurrent Design Sessions were feasible at an efficiency that is comparable to the standard “in-persona” ones, however this required a significant extra effort from the team. In particular, the Team Leader and Systems Engineers – in their role of Study coordinators – faced a significant overload, having to define new processes and ensuring smooth execution of the sessions with a thorough preparation. Some positive side effects were also experienced, e.g. more efficiency in getting written reports from experts.
  • The Systems Engineering team has identified elements that would have been useful to facilitate the remote experience and increased efficiency. In particular:
  • A good digital connection platform, compliant to the IT security policies (e.g. firewalls),
    • a. allowing high quality audio and video capability,
    • b. envisaging the possibility to share multiple presentations (as a substitute to the CDF multiscreen setup) and draw on the same canvas (as a substitute to the CDF SmartBoard),
    • c. including side chats to establish 1-to- connections between specialists when needed
    • d. enhancing breakout rooms for virtual splinter meetings
    • e. displaying agendas, record of decisions, highlighting actions, etc.

to make the design experience as real as possible, and relieving the Team Leaders and Systems Engineers from the logistics tasks, so to focus on the design;

  • Higher allocation of resources to the session coordinators – or ad-hoc facilitators – ensuring support to the virtual team, helping the team members in the resolution of all problems (mainly, but not only, technical and logistics) that could impair a smooth proceeding of the discussions;
  • A well-detailed set of working environment guidelines and process procedures for members of virtual teams (which the ESTEC CDF Team started working on already at the first study conducted remotely, for the benefit of the following one).

In conclusion, the “virtual” CDF experience was not negative. Activities were not impaired by the confinement, although requiring more effort in terms of worked hours; new ways of working were defined “on the field”; in some areas, an efficiency increase was noticed (report writing from specialists that could take advantage from flexible working hours).
The main challenge remains, as expected, that of re-establishing in a virtual team the human “empathy” (e.g. deriving from our body language) that is often a source of “storming” in the team creation phase, but also essential in achieving a shared focus to accomplish common goals.
“Human beings are an ultra-social species (…) and our nervous systems expect to have others around us” [8] to work better.
Coping with social distancing is a challenging task and even if the Covid-19 experience has shown and is showing that human beings can adapt to extremely difficult conditions, this induces stress which cannot be sustained for a long period without consequences.
Technology should support as far as possible every-day life activities conceived for a “non-confined world” alleviating from unnecessary stress, and it will surely evolve towards new applications when the pandemic will be resolved. Difficult to make predictions, but hard to expect that all will just go back as it was.


The paper analyzed so far the effects on people’s processes and learning levels as a result of the transformations caused by the digital revolution and the global pandemic, highlighting some potentially positive evolutions.
In this respect, the pandemic, with all its tragic effects, was just accelerating an already existing societal transformational process: the progressive dematerialization and virtualization of many productive activities, mainly in the service sector.
The challenge we are now facing is that of extending this paradigm to activities highly dependent on intellectual interactions and knowledge-intensive: engineering, medicine, and education.
Incidentally, in the space sector, the idea of “virtual” academies is not new [9] [10].
Space industries, space agencies, and other space-related institutions feel a strong need to increase their performance through a better qualification of their personnel. This need drives towards a growing effort in training and education programs, with a continuous learning approach. Furthermore, the space sector, which has traditionally been organized along technology and programmatic lines, is facing challenges that require integrated approaches, involving specific business and systems engineering mindsets. To meet these demands, several post-graduate educational programs on space-related subjects were started, particularly in Europe. Existing programs differ, however, substantially in scope and characteristics, coverage and focus, quality, and organization. More importantly, these activities are not coordinated.
With these motivations in mind, some years ago a Virtual Space Academy was proposed, to coordinate space education for post-graduate students and professionals and realize cross-fertilization between the programs to enhance and stimulate space education. The vision was based on a large use of all the available tools for e-learning, such as teleconferencing, webinars, video-recorded lectures.
During the pandemic, traditional universities have managed in a short time to replace the traditional classroom teaching with a virtual one, betting on the possibility to find a valid alternative, through e-learning, to those educational activities, for which the physical presence was considered so far a “sine qua non” requirement. 
The effectiveness of these educational/training approaches (as well as that of remote engineering) will depend on how they will be able to take into account the importance of social interactions. One possible way to enhance the emphatic involvement of individuals could be the adoption of innovative technologies, such as augmented and virtual reality. Along with technologies, however, innovative approaches (e.g. at organizational and methodological levels) will have to be conceived and explored.


Numerous scientific research studies have addressed the impact of social interaction processes on the mechanisms that regulate the levels of individual learning and on teaching methods.
The role of social interactions is particularly evident in concurrent and collaborative environments, such as the Concurrent Design Facility (CDF), developed and successfully operating at ESTEC since 1998.
The paper analyzed the effects on people’s processes and learning levels as a result of the transformations caused by the digital revolution and the global pandemic.
A number of precious and rather positive lessons learned were collected. Many challenging issues, however, still remain to be solved.
In conclusion, if on the one hand the digitization of organizational processes,  in concurrent engineering and in engineering activities at large, involves radical changes in individual behaviors, worsening the level of interaction between people, on the other hand, technological evolution and people’s ability to adapt might compensate for these drawbacks and open new promising perspectives.

  1. Bandura, A. (1977), Social Learning Theory, Prentice Hall, Englewood Cliffs, NJ.
  2. Recchioni M. (2001). Formazione e nuove tecnologie. Tendenze evolutive tra organizzazione e mercato, Carocci, Torino;
  3. Fontana F. (1994), Lo sviluppo del personale, Giappichelli, Torino;
  4. Cozzolino A., Rothaermel F. T. (2017). Competing through Cooperation: How the Nature of Technological Change affects Coopetition, Academy of Management, New York;
  5. Johnson D.W, Johnson R. (1975). Learning together and alone: Cooperative, competitive and individualization. Englewood Cliffs, New York, Prentice hall;
  6. Liotti G. (2005). La dimensione interpersonale della coscienza, Carocci, Torino, 2005;
  7. Burke W., Recchioni M., (2010). Il cambiamento organizzativo, Angeli, Milano;
  8. Emiliana Simon-Thomas, PhD, Science Director of the Greater Good Science Center at The University of California, Berkeley;
  9. E. Gill, M. Lisi, M. Bousquet, W. J. Larson, “Virtual Space Academy”, 59th  International Astronautical Congress, September 29 – October 3 2008, Glasgow, Scotland;
  10. E. Gill, G. Chiocchia, B. Escuder, M. Lisi, H. Stoewer, F. de Bruijn, “Integrated Post-graduate Space Education and Training”, International Conference of Education, Research and Innovation (ICERI), Madrid, Spain, 17-19 November, 2008.

LPS 2022 – Bonn

ESA Living Planet Symposium – Bonn 2022

The client’s request:

In 2022 ESA holds in Bonn (Germany) the 5th edition of the Living Planet Symposium, the biggest conference in the world, entirely dedicated to Earth Observation. ESA needed a partner able to follow, support and supervise all the communication activities related to the event, including the support during the days of the symposium.

Our answer:

ReMedia provides 360-degrees support by creating all the tools for the event promotion, all the venue decorations, gadgets, signage, and videos for the booths. Activities started in September 2021 with the design of the conference key visual and its related branding guide. The idea of the branding has been inspired by digital connections and big data concepts. In fact, this LPS edition was really focused on promoting sustainable cooperation in the EO domain, together with the use of all the most advanced big data technologies. Once the key visual was approved, the Earth Observation Graphic Bureau (EOGB) team of ReMedia started to design the website and soon after they started to produce other promotional tools such as graphics, animations and teasers for social media, and the layout for the web app.

In February 2022 two of our more experienced designers visited the symposium venue in Bonn to better understand the architecture of the spaces to be decorated and the ones that deserved to be highlighted.

As already done in the past, ESA decided to create a sustainable event, in fact part of the printed material was realized with recycled paper or very low impact print techniques, some gadgets were made of compostable material which after use can be planted in the ground, – e.g. the badge holder – and the traditional printed program was replaced by a more sustainable digital one and by a web application.

A great part of the job was represented by the customisation of the main ESA booths together with partner booths (DLR, EUMETSAT, ECMWF…) and this year, we were also committed to produce the commercial ones that were all around the ESA stand. 

The World Conference Center Bonn was decorated with more than 50 panels maintaining the same look and feel linked to the Key visual.

Also the video production was very fruitful in this LPS22. We produced more than 15 videos to be used during the speeches or to be run at the booths. 

We provided our support on-site before the start of the event working together with the architects and the organizing team to make sure that everything was going to work well! We kept on providing on-site and remote support, both to check the setup of the decoration for the whole Conference Center and to produce some last graphic material.

It was really a huge job that has given visibility to all the skills of our company and for which, one more time, we are grateful to ESA for the constant trust they have in our company.

Climate Change from space

Climate Change from space. 

Customer’s request
Cop 26 is the most important conference on climate all over the world. It’s a must for all scientists to be there to be updated on the most relevant results regarding the status of our Planet. Scientists and decision makers from an incredible number of countries (197) were expected in this edition of COP but the time to realise all the needed communication materials (presentations, social media animations, an interactive report), necessary to reach the different audiences, was incredibly short.

Our solution
ReMedia gave life to 28 pages of scientific contents, enriched with very attractive layouts and smart infographics in less than two-weeks time, thanks to the consolidated experience and very sophisticated design skills of its professionals working in ESA premises since 2002: the Earth Observation Graphic Bureau team. The most complete material realised for this occasion was an interactive brochure able to drive the audience among the most complex topics with a simple and straightforward approach. The concept of the cover recalls an eye’s iris: a watchful eye that keeps climate change under careful control. The inside pages provide strong visuals and infographics in support of the contents that explain the different results.

Three sections have been set to structure the overall content:

  1. UNDERSTAND: an explanation of what we call climate change and an introduction to the sources used to pinpoint the results gathered. Infographics are a very relevant part of this section and they have been used, in an animated version, also in social media to create ad hoc posts on COP 26.
  2. DISCOVER: Views of our Planet from Earth Observation satellites and analysis of these images are instead the main content of the Discover section.
  3. ACCESS: The last section provides direct access to the data to both professional users and the general public.

Less than two weeks to achieve outstanding outputs that you can judge with your own eyes downloading the report and looking at the following images of the other materials realised.

ESA TEC directorate website

An engaging B2B website for the European Space Agency fully dedicated to technology development:

The TEC directorate website

The customer’s request:

With more than 1000 employees, the TEC directorate is the greatest directorate of the Agency. Its activities cover all the branches of technology development, from its conceptualisation (years before its development) to testing, till the validation of all its quality standards. Unfortunately, at the start of this project, all these contents were spread on the main ESA website. Moreover the more technical information, for which a company or an Institutional interface such as a Member state, was in search of, was fully absent.

Our answer:

Remedia replies to this request by giving life to one of its most big web project, made of hundreds of pages, massive interaction, clear content structure and easy navigation, and by creating a unique point of reference for all the potential audiences who intend to discover the multitude of opportunities provided by ESA to build new technologies. 

The development of such a big web project through which presenting – in a clear and engaging way – all these massive numbers of contents required very hard work, dedication, passion and high-professionalism to manage the right development steps and priorities. For this reason we started our work by designing the website content structure, and then we moved on with the definition of all the functionalities the website would need to meet its goals: acquire new customers and engage them to take an immediate action. Each page has been built to provide valuable contents and provide a direct contact with the TEC experts. Original 3D images have been also designed to give a very unique identity to the Directorate and enhance the value of the most important topics proposed.
To keep the website live and appealing we also produced a dedicated Content Management System, as a  fully customized – behind-the-scenes – project. We chose this solution in order to have full control on  the future evolution of the website and be able to adapt to any of the users requirements. Our solution is developed on a very stable and market-oriented framework called React. React is one of the fastest and modern technologies available. It works with a JavaScript library for building User Interfaces. It is fast, simple, and scalable. It is simply a JavaScript runtime. A lightweight, fast and modern way to execute code on computers. It is organised in building blocks: stored in libraries, localized, available for use everywhere. Every section of the website is configurable through these building blocks and manageable with flexible layouts via a component-oriented approach that will ease the possibility to change the contents, the structure and even the template of each single page.
Thanks to this solution and the careful design of the structure and layout, the website provides fluent navigation among different types of resources, texts and info.

Last, but not least, the website is fully responsive and browsable from any browsers, except from IE.

New Space Stories: Journey to Astropreneurship

Space 2 Connect 2021

How a great communication mix could make memorable also a digital event

The customer’s request:

SPACE2CONNECT 2021 is the most important event organised by ESA’s TIA directorate. This was the first time that all the suppliers of the upstream and downstream of the Telecommunication sector have been taken together by the European Space Agency. Due to the Covid 19 Pandemia the conference has been rescheduled twice and at the end it was held from the 11th to 14th of October, 2021. The event occurred both as a digital and live event but ust for a small number of key attendees could take part in the event in presence.

ESA’s TIA directorate asked for a 360° support: from the website to the POP materials, including a Linkedin campaign to be created with a very tight deadline.

Our answer:

ReMedia proposed a storytelling communication strategy in which it creates stories around  the Space2Connect objectives and key points to be applied on different communication tools and media. 

The first step was to create a one page website which expressed the entire value of the conference, the 4 days programs with the details of the sessions, proposed also as an interactive pdf, and the production of a teaser to involve the audience.

In parallel with the development of the website we opened a Linkedin page that we populated for all the duration of the campaign and during the conference with ad hoc animations, videos, graphics and articles and an ADV campaign to reach the main European stakeholders and the look alike target audience.

Our main goal was to raise awareness on the event. Then, in a second moment, we created a retargeting campaign to increase engagement, conversion to the website and most of all to move the target to action: make a registration to the event.

For the  live event  we designed a communication material kit (badges, roll-up, flyers, backgrounds, panels, deskbanners, PPT templates, signages and totems) to decorate the venue and provide a strong identity also for the printed materials. Our team provided its support also directly at the on-site conference through the participation of two ReMedia professionals. 

The final number of the event tells about a great success: 900 participants, more than 80 keynote speakers, more than 250 in sync connections,  more than 100 industry virtually exhibiting.

Call us to reach the same results.

Discover ESA

Start your virtual tour in the ESA world

The customer’s request:

ESA welcomes thousands of visitors to its offices every year with events, Open days and various outreach and dissemination initiatives aimed at creating awareness for its activities towards the widest possible audience. Between 2020 and 2021, due to the pandemic, each event was obviously canceled, but the need to be known has remained even stronger than before. For this ESA has asked Remedia and ATG-Europe to create an interactive, engaging and innovative communication tool, usable from web and mobile to show all the activities of ESA and its offices, giving the appearance of a unique organization, in which each part is connected to the other and which it needs to carry out each task.

Our answer:

For us at Remedia, the key to success of a project is listening to the client’s wishes and interacting with him step by step, throughout the cycle of the process, from conception to the final proposal.

A challenge began in November 2020, which from the very beginning has given our team of experts the opportunity to bring out their professionalism and competence and put in place an attractive technological solution, in line with the customer’s request.
In the development phase we have deepened and outlined, thanks to various meetings with the customer and internal brainstorming, the layout, graphics, contents and possible navigation methods of the platform.
Realistic colours and illustrations were privileged but at the same time recalling a sci-fi setting to enhance the style and identity of the project.

So was born Discover ESA, a digital and interactive application capable of explaining and accompanying the user in a simple and intuitive way to discover the world of ESA.
A virtual and engaging tour which only a video game can do, full of informative material and docu – videos, a journey to discover this amazing world!

To our great satisfaction, the project exceeded the customer’s expectations and Josef Aschbacher, General Manager of ESA, wanted to create an introductory and welcome video on the Discover ESA homepage in which he publicly witnesses his great satisfaction with our innovative platform!