In a few dates

Pioneer of corporate theater in Europe

A pioneer in Belgium and France, we have been creating and producing theater in business since 1991 under the name A HERMES. Armed with this behavioral expertise and thanks to the human and educational virtues of theater, we accompany managers in the field and the general evolution of participatory training.


Creation of the brand, specialist in digital training

Since 1998, has been designing innovative Blended Learning training systems by mixing learning forms and placing at the heart of any educational process, personalization, experience sharing, participation, pleasure and commitment. as essential prerequisites!


Creation of the group

Digital Learning, Ludo-Pedagogical training, corporate theater, audiovisual, voting system, and coaching: our solutions aim to energize your events and trainings, to train differently through play, commitment and motivation, to improve your communication and the transmission of your messages, promote well-being, accompany transformations.


Creation of the Forum of Playful Pedagogies

The Forum of Playful Pedagogies was born in 2014 in Brussels, then in 2015 in Paris. This annual bi meeting is a must to allow you to experience our approach to training. Already more than 1,200 participants!


Trainer Campus: Our Training School

In order to support the evolution of the profession and the role of the trainers, we created the Trainers’ Campus in 2015 to share our tools, our expertise, our experiences and train the training professionals to new, more efficient and engaging approaches.


Today and tomorrow

Thanks to our network of experts and extended partners (get to know our team), is present in 4 European countries (France, Belgium, Spain, Switzerland) as well as in the DOM-TOM to carry out your projects. projects and develop the skills of your teams and trainers. Many BEL 20 and CAC 40 organizations (including Orange, Societe Generale, EDF, BNP Paribas, Michelin, MMA …) trust us.


Our jobs

Build effective educational and communication solutions that adapt to all, to encourage the commitment of your employees sustainably. Educational innovation is embedded in our DNA.


Our pedagogical approach

Our vision of training is based on neuroscience and in particular the studies conducted by H.Gardner and J. Medina. We use many forms of intelligence but there is often one that dominates others and through which we learn better. This is why our facilities and solutions are built to adapt as best as possible to all these types of intelligence.

Linguistic intelligence

The ability to juggle words: these individuals like to read, write and tell stories; they usually have the ability to play Scrabble-style vocabulary games or quizzes.

Logico-mathematical intelligence

The ability to think in an abstract and logical way: these individuals appreciate the puzzles and failures; computers fit well with this “dominant” type of intelligence.

Space intelligence

The ability to visualize: these individuals like to design plans, invent things. Many of them end up developing an interest in machinery or systems, networks.

The musical intelligence

Neuroscience shows that emotion helps anchor learning. By laughing, experimenting, playing, positive emotions are experienced during our animations, which gives this feeling of a rich and vibrant day.

Body-kinesthetic intelligence

The ability to play sports: these individuals are very sport-oriented. They have guts and in general, excellent coordination.

Interpersonal intelligence

The ability to interact with people: These individuals are very sociable and tend to be excellent organizers in their community. However, they can be very manipulative at the same time as being good mediators during conflicts. They appreciate teamwork.

Intrapersonal intelligence

The ability to feel reassured and comfortable working alone. These individuals therefore prefer individual work to teamwork.

The naturalist-ecologist intelligence

The intelligence that allows to be sensitive to what is alive or to understand the environment in which the man evolves. It is the ability to appreciate, recognize and classify wildlife, flora and the mineral world. This capacity also applies, by extension, to the cultural universe that it allows to interpret.

He therefore deduces that there are 8 different forms of intelligence. According to him, the raison d’être of the school should be the development of all forms of intelligences. In his recent work, he proposes that learning contexts involving the concrete experience of the child be promoted in and around the school (vocational apprenticeships, new technologies, children’s museums, etc.).

Gardner’s approach helps to understand many of the challenges facing the education system today and, more broadly, our societies as a whole.

It also announces the necessary transformation of the school, which must rethink its learning models to enable everyone to develop their intelligence potential across a wide range of skills.

Howard Gardner has co-directed Project Zero for twenty years. This research program studies children’s artistic activities from the perspective of cognitive psychology. ”

Learn more about Howard Gardner

he law of emotions in learning
Neuroscience shows that emotion helps anchor learning. By laughing, experimenting, playing, positive emotions are experienced by the learners and come to nourish other positive emotions lived and referents. These emotions provide this feeling of a rich formation, rooted in the real and vibrant.

The law of active learning

Being active during learning makes it more effective than passive listening. Through the proposed activities, the exchanges, the creations, the manipulations of texts, images, by the transformation of contents, our animations constantly request the participant and make it actor of its progression and formation.

The law of practice and feedback

Through experimentation, participants try out new practices. With experience, they exchange their learning and awareness through a benevolent feedback. A skill is learned by trying and analyzing it. The “Test and Learn” allows us to move forward and integrate new practices.

The law of relevance

The learning must be associated with the participant’s experience. Relying on past and present experience reinforces the relevance of learning and anchoring in the real world. Connecting learning to the reality of the participant is a key point in the learning process.

The law of individual differences

We’re all different. Each of us learns differently. Therefore, offering different learning channels promotes learning. We vary modes and styles of animation so that everyone can find it!

The law of the level of experience

To foster learning, you have to start from where the participant is. By connecting to his level of immediate knowledge, to his mastery of the subject, one can easily consider the next step.

Focus on the essentials

All human beings have a working memory and learning. Its purpose is to process and maintain short-term information for greater encoding.

It is therefore one of the first stages through which external stimuli pass. The problem with our working memory is that it has a very limited capacity.

Indeed, it can hold simultaneously only 7 elements (+/- 2 depending on the individuals) for a period of 30 seconds. This is called the memory span.

So top to overloaded media, confusing utterances and formations without pause. In addition, the work in neuroscience shows that participants’ attention to a meeting naturally falls after about 10 minutes …

Repeat the information to better anchor it in memory

Research in Neuroscience shows us that in just 20 minutes, the rate of assimilation of information among learners drops by almost half. In the 24 hours following a training or a seminar, this rate drops still mixes with 34%. And in the next month, if nothing has been done to reactivate the content of knowledge, participants will keep no trace.

To anchor your content and allow your participants to remember it for a long time, you will have to repeat it several times, and above all, in a different way.

This is called reactivation by stimulating multiple intelligences. We all have many intelligences at our disposal, including a naturally dominant one.

Make your participants move to put their brain in shape!

When we learn something new, we are facing a virgin forest in which we will have to trace a path. To allow our neurons to establish connections between them, and to create real highways of information, an essential factor is to enable participants to mobilize their attention and concentration. This is where our cerebellum comes into play. This organ, which lies just behind our brain stem, plays a vital role in maintaining attention and concentration … and planning and coordinating movements.

Getting the participants moving (via games or other group activities) will activate their cerebellaries, focus their attention on the task, and thus indirectly promote the creation of neural networks (or the strengthening of these) … and therefore of enable learning!

Promote multi-sensory stimulation

We all learn in different ways: some will be more sensitive to speech, others to teaching materials, others to exchanges with other participants, a place that provides positive sensations or a good technical exercise. specific.

So there is not one single way to learn … and none of them is better or worse than another. The forms of learning vary from one person to another, and are dependent on constraints such as fatigue, the subject of the training, the place where one is, etc.

The more you succeed in stimulating the different senses of your participants, the more likely you are that your message passes, concerns the maximum of collaborators or learners by creating motivation and pleasure … and that your message is retained at the end of the day.

Of all the senses, privilege the visual!

More than 60% of the world’s population is visually dominant, regardless of culture or ethnicity. So, if you had to retain only one meaning for your presentations, your face-to-face and digital trainings, you should therefore favor the visual for an impactful transmission.

The icons or drawings are a language known to a wide audience, thanks to the IT and audiovisual codes.

As they say: a picture is better than 1,000 words!

The man is basically good.
◈ The best learning happens with meaning and pleasure.
◈  Learn: process that involves the whole person.
Each teaching must stimulate and develop different levels of cognitive abilities (6 learning laws)
◈  Each has a preferential mode of learning. (8 types of intelligences)
◈ Arts, Movements and Emotions: 3 rich and important learning vectors.
◈ To be aware of one’s fears is to overcome them.
◈ Cooperative work: facilitates and enriches all learning.
  We want to support the evolution of the profession of trainer towards a position of coach, facilitator.
  Learning is not done “only” in training. It is continuous in time, and often where we do not expect it: between sessions, daily, or our exchanges with our peers.
Learning and anchoring are facilitated if the learner evolves in a climate of concentrated relaxation.
◈ The learning environment has an important role in the quality of learning.




Business expertise


Educational activities


Written scenarios


Trained people


Years of experience




Country of intervention



Xavier Van Dieren

Blended Learning Expert

Simon de Voghel

Trainer and training designer

Gauthier de Pierpont

Educational Activities Expert

Coralie Flémal

Office Manager

Alexandra Derue

Administrative Assistant

Dhouha Majouli

Marketing Manager

Yves Willems

Trainer, Actor & Scriptwriter

Pauline Stassin

Trainer, Actress & Scriptwriter

Kevin Van Nuffel

Trainer, Actor & Scriptwriter

Aurélien Coussement

Digital Learning Pedagogical Expert

Caroline Von Bibikow


Thierry Junod

Activities Manager

Nicolas Guillaume

Voting System & Audiovisual Technician

Dominic Daussaint

Business Movies Director

David Vellut

Trainer & Communication Coach

Sabine Muller

Conflit Management Trainer

Sabine Heymann


Patrick Dorpmund


Guy Van Looy

Digital Learning Pedagogical Expert

Patrick Vandoorne

Communication Expert

Pierre Lafleur


Gauthier Davin

Digital Learning Pedagogical Expert

Mikaël Sladden

Trainer - Actor

Yvan Tjolle

Actor - Scriptwriter

Colette Bonhomme


Dominic Lang

Digital Learning Pedagogical Expert

Stephan Everaert

Actor - Scriptwriter

Aude Fischer

Copy Writer