There are huge companies like Tesla trying to protect the planet by reducing our emissions from fossil fuels. There are also smaller companies trying to invent and sell devices to reduce energy consumption with energy-saving inventions for homes. But to produce them they need money – investors.
FUTURE-ORIENTED SCIENCE ACTION
The Energy savers science-action is a short activity, taking 1.5 lessons plus homework. It prepares students to help an entrepreneur design and sell an energy-saving device. Students use their knowledge of energy transfers, energy efficiency and the inquiry skills of represent with models and use fractions and percentages.
SDGs (Sustainable Development Goals)
7. Affordable and clean energy
CURRICULUM LINKS
Knowledge: Physics – energy Skills: Represent with models, Use fractions and percentages, Communicate ideas
BLUEPRINT CURRICULUM LINKS
Concepts: Energy transfers, wasted energy
Learning stage: Analyse
ACTIVITY CONTENTS
Teachers guide
Information for STEM professionals
Teaching powerpoint
Home task
Student sheets and assessment rubric
There are 2 activities that can be fitted around existing science lessons.
Understand the scientific context (CARE – school and home tasks)
Coordinate scientific knowledge and skill in a performance assessment (DO)
FUN PARTICIPATORY SCIENCE
This science action engages students, family members, science professionals (engineer, physicist)
COMPETENCE-BASED ASSESSMENT
students feedback about their views of science, including engagement, confidence, and identity.
students and teachers templates to assess knowledge and skills
students feedback about their science capital in the context of open schooling
Context: SDG 15 (Life on Land) and SDG 14 (Life Below Water). Numerous urgent issues regarding the Amazon rainforest are frequently in the media, and the Amazon region is part of the national curriculum. During the dry season, the Amazon region faces limited transportation, lack of potable water, water pollution, reduced fish populations, and mobility challenges. Additionally, students considered the effects of these issues on local residents, indigenous peoples, and biodiversity.
Technology: AI was employed to create a mental map of problems, a conceptual map of potential risks, and an investigation map of key points, issues, and suggestions. The resulting maps were discussed with the community, leading to a list of actions decided by the members. This information was then made available for students to prepare a blog post on “Science in the News” for a website or social media campaign.
CARE: This iterative method helps students formulate differentiated questions about real-life issues that have significant implications for them. This process aids in framing, generating ideas, and evaluating questions.
KNOW: Students are encouraged to assess, link, and support claims based on evidence with convincing arguments and substantial evidence. They use AI to facilitate discussions on academic publications, online databases, government reports, and statistics. Their investigations are further supported by expert-recommended references for in-depth exploration within their communities.
DO: Students co-create a research agenda and launch a campaign for action. Setting the agenda is crucial, as it involves deciding on priority issues that shape the direction and focus of government action. AI can also be used to review communication strategies.
Co-authorship: Students produce an AI-based investigation map and write a text for the school’s blog or website.
Artefact: The AI mapping tool Whimsical (Fig. 3) was used with the students for brainstorming topics of interest. They started by generating keywords or phrases and then used AI to connect more ideas. This mental map facilitated collaboration among students, allowing them to evaluate and summarize ideas. They presented their findings, which were voted on by the local community in the Amazon. The text using the map was described with the help of AI.
Socioscientific Considerations: Throughout this process, socioscientific considerations regarding the use of AI were emphasized. Discussions focused on its role in facilitating brainstorming sessions, encouraging research using primary sources, and supporting responsible use of AI. Ethical considerations and integrity were also integral parts of these discussions.
Teacher Outcomes: The AI activity promoted greater student engagement, facilitated participation from quieter students, and those less accustomed to interacting with the group and teacher.
Student Outcomes: Students expressed an emotional connection to the drought situation in the Amazon, a greater interest in understanding the causes and effects of the drought, strong curiosity about AI, and increased participation and practice in questioning, argumentation, analysis, synthesis, and improved oral and written communication skills.
e-Artivism:
The socioscientific discussions about AI’s role in brainstorming and research align closely with e-artivism, which integrates art and activism to address pressing social and environmental issues. In this context, AI serves as a powerful tool to facilitate creative exploration and critical discussions about the Amazon drought. By using AI responsibly, students and teachers can create compelling digital art, infographics, or narratives that raise awareness and inspire action on the issue, blending scientific understanding with artistic expression.
The AI activity’s ability to engage students, particularly those who are quieter or less accustomed to group interactions, is a key advantage in e-artivism projects. By participating in AI-supported creative processes, these students can contribute to collaborative campaigns, such as producing digital media or interactive projects that highlight the Amazon drought’s impacts. Teachers can guide this process, ensuring inclusivity and fostering a sense of collective purpose.
The emotional connection students developed with the drought situation in the Amazon reflects the core of e-artivism: using creative expression to channel emotional engagement into actionable awareness. Their curiosity about AI and participation in critical skills like questioning, argumentation, and communication can be leveraged to design innovative e-artivism campaigns. For example, students could use AI tools to generate data visualizations, craft persuasive narratives, or create digital artwork that communicates the urgency of protecting the Amazon rainforest to a global audience.
In essence, the combination of AI, critical socioscientific discussions, and student creativity lays a strong foundation for impactful e-artivism. This approach not only enhances learning outcomes but also empowers students and teachers to become active participants in advocating for environmental sustainability and addressing global challenges like the Amazon drought
News . Events Audio Visual artefacts for communities (SDG 11)
This practice was part of the training of undergraduates in the Pedagogy Course at the Federal University of Cariri (UFCA), which was recently recognized with the highest score by the Ministry of Education (MEC). The course stands out for its interdisciplinary work, through which educators promote teaching, research, outreach, and culture.
This partnership with the Porteiras School began in 2022, due to research developed in the open schooling axis with digital technologies, in the Pedagogy course and a national partnership linked to CNPQ in which UFCA is connected to studies at UFRJ, UFF, PUC-SP, PUC-PR, UNEB, UFSC, and internationally with the Open University, with studies by Alexandra Okada.
One of the first challenges for Pedagogy undergraduates and basic education students was to open their windows. This process encouraged students to reflect on their local context, to investigate the socio-scientific topics that most interested them. Several disciplines were integrated, from the fields of art, technology, and curriculum, as seen in one of the videos from the exhibition of photo-narratives created by Francione Charapa, at IFE/UFCA.
After this journey of opening the windows for pedagogy students, we implemented an action-research project coordinated by Prof. Dr. Karine Pinheiro at Cirene Maria Esmeraldo School, involving research scholars such as Daniel Alberto, Emerson Gomes, Valeria Vieira, Vivila de Carvalho, Elizete da Silva, Luana Argentina, Marielly, and 85 pedagogy students. At Cirene Maria Esmeraldo School (Kessyo Santos, Thais Coelho, Maria do Socorro Silva and the basic education students at Cirene Maria Esmeraldo School in Porteiras), and in the cultural community at the Quilombo do Souza, with Master Maria de Tiê, Cyda Olímpio, Valéria Pinheiro CIAVATA, and Instituto Anjos Digitais. The project continues with the coordination of university extension activities, with the Freirean Movement led by Prof. Darliane Amaral and the appreciation of multiple cultural expressions, which was also supported by the Voices of Cariri Project, led by Prof. Dr. Ligia Rodrigues.
This open schooling community highlights two examples that integrate the use of digital technologies to support the training of educators focused on creative processes through various digital genres, fostering open schooling:
The first example was featured in the Teaching Initiation Program, particularly during the First Meeting of the Institutional Program of Teaching Initiation Scholarships (EnPibid/UFCA) and the First Meeting of the Pedagogical Residency Program (ERP/UFCA) at the Federal University of Cariri (UFCA). Approximately 20 papers were published by undergraduate students, who developed communication skills, teamwork, expanded vocabulary, and a decolonial perspective on the curriculum. As part of the intersectoral integration between the university and schools, 24 workshops and a thematic panel were developed in collaboration with the State University of Bahia (UNEB), alongside Professor Silvar Ribeiro. This connection reinforced the bond between the university, schools, and the community.
The second example refers to activities in a basic education school in the municipality of Porteiras, aimed at analyzing the educational projects developed by basic education students. These projects were aligned with the pillars of open schooling and the development of the C5 Generation (creative, critical, collaborative, communicative, and civic-minded). In both examples, literacy and scientific education were promoted from basic education onward, embedded within a cybercultural context, involving undergraduates, teachers, and students engaged in open schooling.
CARE:
The undergraduate students in the Pedagogy Program at the Institute of Educator Training were involved in research, outreach, and cultural projects tied to real-life themes from their community. These activities occurred both at the university, with courses like Digital Technologies and Pedagogical Innovations, and in basic education schools. Guided by Professor Karine Pinheiro, these initiatives expanded research in basic education and established partnerships between schools, the community, and the third sector, focusing on the creation of school projects using the open schooling approach.
KNOW:
The project engaged digital natives (Prensky, 2010), who developed creative processes through new digital genres, experiencing the power of technology to express ideas in multiple forms. We observed a growing use of video, with students sharing stories, reels, and TikTok videos. Consequently, the cultural practice of using images was intensified with audiovisual production, marked by the multimodal nature of language in the cybercultural context (Santos, 2014). Through various disciplines, students experienced this new approach, incorporating fieldwork where they encountered popular, scientific, and cultural knowledge, all of which had unimaginable impacts on open schooling (Okada, 2016).
In addition, several workshops were designed to map concrete issues and geographic areas using Google Earth to identify locations, aiming for authentic co-learning.
DO:
The educational projects developed by students during 2023-2024 involved multiple societal actors, reinforcing democratic practices, valuing diversity, promoting solidarity, and addressing environmental issues. These initiatives fostered autonomy, helping students become active citizens within their community. This process was grounded in the principles of open schooling for the development of scientific education, open access, public engagement, and governance.
Through these activities, students became cultural producers on themes such as solid waste, cultural heritage, water conservation, and animal protection. Another highlighted competence was the expansion of socio-scientific vision. Both basic education and university students presented their projects at scientific events. As a result of this study, we introduce a Podcast Channel with around 1,800 views, showcasing the active involvement of cultural practitioners, who became reflective producers and developed a situated practice through continuous debate. The impact of this activity at the UFCA Brejo Santo campus became “glocal” (Silva, 2005).
Image – Recycling Workshop and Selective Waste Collection Campaign
Source: Produced by the authors
Results from Teachers (Six basic education teachers from Cirene Maria Esmeraldo Municipal School):
Pedagogical innovation using real, relevant contexts for students related to:
Publication of 14 scientific papers: ENPIBID/2023, IV Biology Meeting (IFE/UFCA).
Results from Undergraduate Students – Pedagogy (85 students) and Basic Education Students (Municipality of Porteiras):
Creation of an educational device – IFECast: My Community, a project involving interdisciplinary undergraduates and pedagogy students. The project involved various pedagogical moments for engagement within the IFE/UFCA community, through open schooling, exploring identity, meaning, and practice. This was facilitated by problematizing their reality.
We share the channel for this C5 Generation of Co-Entrepreneurs – IFECast: My Community, featuring audiovisual narratives about field visits to quilombola communities, environmental trail discoveries, storytelling creation, photo-narrative exhibitions, and interviews that inspired teaching discoveries through diverse digital genres. About 45 videos are available at: YouTube Channel: IFECast: My Community and on Instagram at: @ifecast_ufca.
The integration of e-artivism within the Pedagogy Program at UFCA provides a transformative approach to open schooling and the development of the C5 Generation. By blending art and activism with socio-scientific inquiry, this initiative empowered students and educators to address pressing community and environmental challenges creatively and collaboratively. Activities like photo-narrative exhibitions, video productions, and interdisciplinary fieldwork not only enhanced digital literacy but also used artistic expression to foster critical engagement with themes such as cultural heritage, environmental sustainability, and solidarity.
E-artivism became a vital tool for undergraduates and basic education students to channel their emotional connections to local and global issues into actionable projects. The IFECast: My Community channel, with its rich collection of audiovisual narratives, exemplifies how students embraced creative media to tell stories of their communities, connecting traditional knowledge with modern digital tools. Through these narratives, students became cultural and scientific advocates, raising awareness about topics like SDG 15 (solid waste and animal protection) and SDG 4 (cultural heritage), while fostering a sense of agency and citizenship.
By integrating CARE, KNOW, and DO principles, e-artivism helped students co-create meaningful solutions to real-world problems. The creative processes amplified their voices, expanded their socio-scientific vision, and inspired collective action. This dynamic interplay between art and activism not only enriched their educational experiences but also built a bridge between cultural traditions and innovative pedagogical practices, reinforcing the glocal impact of open schooling at UFCA.
Care: Students were involved in designing and developing a video game that promoted the importance of digital skills for a real-life problem. The creators of the game aimed to raise children’s awareness about the usefulness of solar energy and solar panels. Students who participated in the activities were from all grades 9,10,11 and 12. The creators of the game were Hanc Ionuț Cristian – class 12 A and Bunea Nicolae – class 12 A.
Know: Students used knowledge about using green energy in planet exploration. The competences that the students practiced were: reasoned decision-making, teamwork on multidisciplinary topics, programming and implementation of software applications.
Do: At the end, the students prepared the video HERE, which they presented in school. They carried out the activities in teams and their families were involved in purchasing the necessary equipment for building the game and with technical consultancy for using free software for creating games.
Findings related to the Open Schooling approach: The activity can be included in the curriculum in science, geography, physics, chemistry, biology classes and less in computer science classes, because the computer science curriculum does not address the topic of creating video games. But it was very attractive to students who were curious about the secret of building a video game. Open schooling could be the future of education for other teachers because it would empathize with students, motivating them in creating and using video games as a method of creative and digital development.
The results obtained by the students: The student Hanc Ionuț Cristian, managed to get the first place, at the regional phase Made for Europe and to present the game in the UK and Greece within the project Eramsus+ – Games Jam, which had as theme the creation of video games. And because within the college we set up an excellent robotics group, which includes the creators of the game, following the visit of European Commissioner Ferreira, we were invited to the World Bank headquarters and the Ministry of Digitalization to present our projects. There I was able to talk to Ion, Mr. President’s AI assistant. We presented the project online at GUESS Indonesia and physically at the Science on Stage Festival!
News . Events Landscape and Renewable Energy Sources (RES)
Care: The students dealt with the issue of the integration of RES in the landscape, a real problem that occupied the students of Tinos in view of the massive installation of wind turbines in the landscape of Tinos. The students who participated in the activities were twenty-eight (28), 14-year-old students of the 2nd Class of the High School.
Know: The students used knowledge about the role and importance of RES considering their rational integration in landscapes and ecosystems, considering their functions and value.
The skills the students practiced were:
question processing,
data analysis,
discussion of claims and evidence,
drawing or drawing conclusions,
familiarity with the ways and stages of conducting a research,
familiarity with techniques for searching, evaluating and presenting information through a variety of sources,
development of collaboration, creative expression and presentation skills.
Do: At the end, students put their knowledge into practice by doing field research. A 2-day Educational Visit was made to the landscape of the paths of Andros (in collaboration with KPE Korthiou). The program of the visit included group work in and outside the field, namely: Practical-Experiential Part: hiking, information, observation, photography, exploration and activities, landscape experience with all the senses.
In detail, the practical-experiential part contained:
Observation and recording of field characteristics
Familiarity with the space through all the senses
Perception of space through various games
Identification of species of flora (mainly) and fauna
Map reading
Completing worksheets
Presentation of the habitats of Andros and the most important historical stations
Discussion about the needs of the people who created the landscape of Andros.
Creative Part: recording of valuable elements and problems of the landscape and ecosystem, discussion related to threats and proposals for better management. The result was a group presentation of the results of all work groups through a powerpoint work, which was presented by student representatives at an event organized by the High School of Tinos at the Spiritual Center of the Holy Foundation of Evangelistria on Thursday 25 May 2022 at 19.00, in which they took part and their parents/guardians. The presentation emerged from the discussions with the scientists in the context of the “learn” section and from the practical-experiential part of the training which included filling in worksheets (of the KPE), individual notes and group discussions.
The parents/guardians of the students who participated in the CONNECT program were informed about its content both in person (those who visited the school) and electronically with frequent messages describing the activities. This ensured as active an involvement as possible them in the whole project (a fact that helped to cultivate the scientific capital). The results of their program were presented extensively at a live event organized by the school.
Conclusions on Open Schooling: The action was not embedded in the curriculum, but indirectly related to it. It was useful and innovative as it related to the development of knowledge, skills and attitudes (as discussed below). Open schooling can also be useful for other teachers because it can combine knowledge and apply it in the field (eg identifying and valuing natural and cultural wealth of an area)..
The change/innovation was supported by:
[ x ] School management [ ] school association/network [ ] Local government [ ] Other: ________________________________
Student results: The students showed interest in the thematic subjects of the program, submitted questions and participated in discussions. They took into account what the scientists conveyed to them and a relationship of trust was cultivated. This was reflected in the results of the action. Notably, there were also examples of relatively weak students showing great interest in the collaborative method and field research and taking initiatives. They responded with particular enthusiasm to the educational visit (outside the island), which was an important motivation for their activation at all levels of thinking and action.
This practice contributed to the increase of:
[ ] engaging families with sciences [ x ] involving girls in science [ x ] raising awareness among students about careers in the natural sciences
Please specify: Parents participated in the collection of questionnaires for the student survey. The girls actively participated in the mapping and literature review and in general all students showed a special interest in digital maps and the contribution of geomorphological terrain to road construction.
News . Events Open schooling resource about Energy Savers helped students increase their confidence in science
CARE: students were very involved with the activity and I would have liked to have had more time. It worked well for sowing the seeds of curiosity, they were very engaged
KNOW: The activity helped to increase their confidence in science; however the challenge was the time limit. To help teaching the lesson can be delivered in 3-4 lessons and students can do task 1 of the DO stage at home.
DO: The activity asked students to:
Task 1: Calculate the efficiency of three different solar panels.
Task 2: Design a fundraising page for an energy-saving device
It was noticed the importance of having the required level of skill to adequately access the outcome task. Some suggestions for helping students are to:
Model how to calculate the efficiency of one solar panel, that they can do the others.
Make sure this Science Action is used after teaching about energy transfers and efficiency so students have required background knowledge.
Findings: The activity support students learning and it fit well with the curriculum. The topics related to the curriculum are energy transfers and wasted energy.
Outcomes: Meaningful discussions about Energy savers and research skills developed.
Teachers can further expand student outcomes by getting students to find out about real engineers who have designed energy saving devices. Students can also design their own devices.
Fifty students contributed to the open schooling research questionnaires. They mentioned that they would like to do more activities like this one. Most students practiced various skills including discussions and asking questions. They liked to work in groups with friends, practical activities, doing experiments and becoming more confident.
CARE: The students were involved in the discussion about the COVID-19 contingency plan. The participants were 95 students, between 14 and 16 years old, from the 1st grade of high school, of which 76 completed the scientific actions, along with their families, a teacher, a researcher and a scientist who shared their concerns about COVID-19 and ideas about as the artistic making, especially the construction of obelisks, has its historical and cultural role, in this case, as pictograms representing the care against the contamination of COVID-19, they could compose an obelisk emphasizing the historical and artistic context of the pandemic.
KNOW: Curricular knowledge was worked, in an interdisciplinary and transdisciplinary way, emphasizing the analysis of historical and scientific data in the disciplines of Art and Science. This made it possible, in a practical way, for students to interact and play a leading role in the learning process: the analysis of cultural heritage in the historical context of humanity; the identification of pictograms in visual communication contextualized with the colors of the traffic light and with Covid-19; exhibition of the study carried out in open spaces at the school and presentation of the artistic productions of the obelisks emphasizing the awareness of the theme addressed were the learning opportunities offered to the students. Quality of life, health, prevention, language and communication, artistic creation, pictograms, colors, cultural heritage of humanity in relation to COVID-29 were the bases of learning.
The ability to relate knowledge with pictograms, to establish relationships between communication, art, and knowledge, were developed through individual and collective practices contemplating the analysis and experiences that addressed the artistic and cultural heritage monuments contextualized with COVID-19. The skills to make responsible decisions to ensure the quality of life in times of a pandemic, as well as the value of human life in/in the world, were also development focuses. As attitudes, it was sought to protect human life; to identify measures to prevent and control the contamination of the coronavirus, to redefine the school curriculum with theories and practices in times of COVID-19, to value the knowledge built in the school environment for life in society and to promote reflections with research at school, family and community about the pandemic in real time.
DO: Students were involved in the following activities:
Analyze Obelisks from Egypt and Brazil, regarding their contributions to the history of humanity and the meaning of the images in the historical, political, social, and cultural context.
Contextualize the importance of the “Obelisk” monument in the record of historical facts on the timeline in different spaces.
Searching bibliographic sources in real time about COVID-19.
Reading of the material available on the prevention and vulnerability of the cities of Santa Catarina, in the pandemic, including the city where the school is located.
Understand and interpret the language and communication of pictograms in the context of society as language and communication contextualized with COVID-19.
Elaboration and exhibition of the “Obelisk of COVID-19” with pictograms of prevention against coronavirus.
FINDINGS: The open scenario methodology used was project-based collaborative learning. Students brought their own questions, discussed with the scientists and their families. They learned the artistic language in a contextualized and meaningful way. Teachers found the open teaching activity useful for contextualizing COVID-19 from the perspective of its artistic-cultural and historical representation. The adaptations took place in accordance with the theories and learning practices of the New High School. In general, it fits perfectly into the school curriculum by exploring and complementing actions already developed and based on competences and skills in teaching by areas of knowledge. This facilitated the planning of actions and the applicability of learning activities. Teachers meet weekly and seek theories and practices compatible with the subject addressed, technological resources that expand the possibilities of access to science.
OUTCOMES: The participation of students was significant in carrying out the activities. It was evident that the dialogue between the areas of knowledge was relevant for the engagement, interaction, and production of scientific knowledge. Students felt protagonists in the learning processes. There have been changes in attitudes and habits in relation to care in the prevention of COVID-19 in school, family, and society spaces. It is not always possible to achieve the participation of all, however, it is observed that the number of students who were not included in the learning process is minimal.
The expectations of the students surprised each class, as they eagerly awaited something different to learn about the historical and cultural monuments; the pictograms; the colors most present in the daily lives of people in/of society which are: green, yellow, and red that indicate responsible actions to be taken in traffic and prevention against COVID-19. It was wonderful, the moment that the students were able to make the relationship between Art and Science in real time. The loom in the learning process made it possible to reframe the school curriculum in dialogue with everyday knowledge of students and family members to adapt to the new social and cultural context in times of COVID-19. There was the scientific perception that we are united and interconnected with the universe we live in and subject to changes for the quality of life.
CARE: Students discussed with their parents in the “Care” phase about the pollution from the electric plants in Greece. In the first part of the “Know” phase students used a mobile application to compute their electric energy consumption where they were helped by their parents.
KNOW: Students prepared the questions for the scientist in the padlet for the “know” phase.
The renewable energy resources scenario was performed as a continuity in the electric energy chapter of the Physics Greek curriculum. Students showed interest and wanted to learn what are the photovoltaic systems. They had some misunderstandings as concerns the wind generators but after finalization of the project they showed confidence in science.
DO: Students made a poster (“Do” phase) divided by smaller parts in which they show the environmental problems that arise from the conventional electric plants and what are the renewable energy resources. Also, they put in the poster two small photovoltaic panels that are connected through wires with a small fan.
Findings about open schooling: The benefits of these science actions are that students become more active, and they care about problems that exist, but they never think about them. Teacher’s role was to facilitate the process and to help the students. We faced some problems during the implementation as was for example the minor participation of parents.
Results for students: Connect gave us the opportunity to relate the curriculum with a real problem. Our students learned how is possible to be “connected” in the real problems. Students like to work in teams and to learn about real problems concerning the environment. They also want to take actions and to give solutions, they want to be more active and not pathetic as they do unfortunately during school routine.
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