Student Projects — Loduzye
What learners built.
These are real campaigns, real product listings, and real ad structures — created by students during their time at Loduzye. Each project reflects a specific marketplace challenge and a working solution.
See the programme
Rebuilding a product page that wasn't converting
Tadhg Ó Briain joined the individual track specifically to fix one problem: his handmade leather goods were getting impressions on a major marketplace but almost no clicks. Over eight weeks, he rebuilt the listing architecture from scratch — rewriting titles using search-intent data, restructuring bullet points around buyer questions rather than product specs, and testing three different primary image styles. The final version reached a click-through rate nearly double his category average, without changing the product or the price.
Sponsored ads on a tight budget — a group experiment
A group of five students pooled a combined test budget of €80 to run Sponsored Product campaigns across three unrelated product categories. The goal wasn't profit — it was understanding bid mechanics, negative keyword strategy, and how ad placement affects organic rank. Each student managed one campaign independently and presented findings to the group. The session produced a shared reference document that later cohorts now use as a starting template.
Category research before spending a single cent on ads
Sinéad Quigg spent the first four weeks of her individual programme doing nothing but category analysis on eBay. She mapped competitor listing patterns, identified gaps in image quality and keyword coverage, and built a positioning brief before touching any ad settings. When she did launch Promoted Listings, she had a clear thesis — and the data to check it against. Her project is now used as a case study in how preparation changes ad performance outcomes.
What projects show
Projects at Loduzye aren't portfolio pieces for their own sake. They're structured around a specific marketplace problem, a testable hypothesis, and a measurable outcome — so students leave with something they can actually use, not just describe.
What each project must demonstrate
A defined starting problem
Every project begins with a specific, observable issue — low CTR, poor conversion on a particular listing, or a keyword set that isn't generating impressions. Vague goals don't qualify.
At least one tested variable
Students must change one thing at a time and record what happened. This keeps the learning grounded and prevents the common mistake of changing everything and understanding nothing.
An honest result, not a success story
Projects that didn't improve results are just as valid — provided the student can explain what the data suggests and what they'd change next. Learning to read a failed test is a core skill.
Peer review from the group track
Individual-track projects are shared with the group cohort for a structured review session. Cross-track feedback consistently surfaces angles the project author hadn't considered.