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[EN] A text-based, bag-of-words, model was developed to identify drone company websites for multiple European countries in different languages. A collection of Spanish drone and non-drone websites was used for initial model development. Various classification methods were compared. Supervised logistic regression (L2-norm) performed best with an accuracy of 87% on the unseen test set. The accuracy of the later model improved to 88% when it was trained on texts in which all Spanish words were translated into English. Retraining the model on texts in which all typical Spanish words, such as names of cities and regions, and words indicative for specific periods in time, such as the months of the year and days of the week, were removed did not affect the overall performance of the model and made it more generally applicable. Applying the cleaned, completely English word-based, model to a collection of Irish and Italian drone and non-drone websites revealed, after manual inspection, that it was able to detect drone websites in those countries with an accuracy of 82 and 86%, respectively. The classification of Italian texts required the creation of a translation list in which all 1560 English word-based features in the model were translated to their Italian analogs. Because the model had a very high recall, 93, 100, and 97% on Spanish, Irish and Italian drone websites respectively, it was particularly well suited to select potential drone websites in large collections of websites., This research was performed as part of the study Web intelligence for measuring emerging economic trends: the drone industry led by GOPA under the framework contract on Methodological Support (Ref. 2018.0086) for Eurostat.

Este informe presenta los resultados obtenidos del proceso de Investigación-acción participativa (IAP) llevado a cabo a través de tres dinámicas de grupo, realizadas en Castellón, Valencia y Alicante durante los meses de junio y julio de 2022. El objetivo de estas sesiones fue analizar las necesidades, retos y puntos de mejora de las pymes del sector turístico (hoteles y restaurantes) de la Comunidad Valenciana en su transición hacia la economía circular. En estas dinámicas se utilizó la técnica implicativa de matriz de escenariosy un conjunto de tarjetas para involucrar a los actores clave del sector turístico.

[EN] An infographic is a visual representation in which complex ideas are expressed through a combination of elements (illustrations, diagrams, maps, graphics, tables, etc.), with the aim of making them understandable. Infographics are present in newspapers, magazines, ads, newsletters, etc. but in university teaching they offer interesting didactic possibilities. There is ample evidence about the fact that infographics have turned out to be an adequate strategy to have a global vision of the degree of assimilation of content by the students. And in addition, infographics favour the development of technological skills and creativity as key competences in students' development. To the extent that this communication raises infographics as a group work and therefore favours cooperative learning (linked, in turn, to the cognitive level of creativity) the objective is to propose the use of infographics as a tool for the continuous evaluation of students. Its use is proposed at the end of each of the thematic units of a certain subject. In this way, a double follow -up can be done: the degree of knowledge acquisition and the level of development of competencies linked to creativity and technological skills. Thus, from the characteristics of the commented subject itself, of the experience in the use of infographics in said subject and the results of said experience, a rubric is also proposed for the correction of infographics, which provides immediate feedback to students in order to favour their learning and the development of the commented skills. The proposal is developed within the frame of the ¿Infographics project applied to university teaching¿, from the Institute of Educational Sciences (ICE) of the Polytechnic University of Valencia (UPV)., The present teaching experience is framed in the Teaching Innovation and Improvement Project, called Infographies. Use of ICT in the visual and creative representation of content in teaching funded by the Institute of Education Sciences (ICE) of the Polytechnic University of València. We want to thank the ICE of the UPV for facilitating that teaching scenarios are generated, which have resulted in such enriching results, both for students and for teachers and for promoting research in teaching.

[EN] During the project ¿Infographics Applied to University Teaching¿, supported by the Institute of Educational Sciences -ICE- of the Universitat Politecnica de Valencia -UPV-, we implemented the use of individual and shared group infographics. In this work, we have collected the students' reflections on the use of infographics as a tool in university teaching through the means of a focus group at the end of the teaching experience. The focus group has been assembled with a parity selection of the students for equity gender and with a specific selection of questions for data collection. In this study, we will analyse the information obtained in-depth, in order to extract the advantages, disadvantages and possible improvements for the use of infographics in the university classroom. The analysis has been based on the incorporation of individual and shared group infographics. The students created individual infographics based on the complex exercises that they have elaborated in the classroom, adding to them their own conclusions. For the shared group infographics, they created joint research, in teams of four to five students. After this exercise, they presented and debated their work in the classroom. The graphic representation that is created with infographics helps increase in-depth learning, as it allows students to establish a hierarchy of the contents, organize them graphically and present the final figure to their classmates. The results of this experience gathered from the data in the focus groups, show that the students valued it positively, the acquisition of content, self-regulation, and collaborative work. Moreover, analysing their experience with this teaching innovation encourages them to reflect on their metacognitive learning process and helps us to understand the scope of our actions., The present teaching experience, as mentioned previously, is framed in the Educational Innovation and Improvement Project -PIME-, called Infographics. Use of ICT in the visual and creative representation of content in teaching of the Institute of Education Sciences -ICE- of the Polytechnic University of Valencia -UPV-. Likewise, the PIME is part of the Educational Innovation and Quality Team EICE Digital tools for the acquisition of transversal competencies and the application of the SDGs online. We want to thank the ICE of the UPV for facilitating the creation of teaching scenarios, which have resulted in such enriching results, both for students and teachers, and for promoting research in teaching.

The literature has widely investigated the risks from the perspective of the companies adopting new and disruptive technologies. However, less attention has been paid from the side of the providers of such technologies. This paper aims to address this gap by assessing and initiating a discussion on the reported risk factors in the annual reports of five of the considered top providers of cloud computing services: Amazon, Google, IBM, Microsoft, and Alibaba, characterized by their avant-garde or disruptive technologies, their dependence on the internet and technological infrastructure, and their operation on a global scale. As main contributions, this research offers from the viewpoint of these companies a classification of the intrinsic risk factors related to their specific nature, grouped by subjects, along with the potential derived negative impacts on their businesses, and critically discusses some positive aspects and some potentially missing factors to be further addressed. Through this paper, we prepare the avenue for ongoing research, including more companies and further assessment methods and criteria to further expand and enrich the findings.