Evidence of Experience:

Enhancing digital integration in learning, teaching, training and social inclusion work at various levels.

  • Information (expertise in searching & filtering information; evaluating information; storing and retrieving information, dissemination of local, regional, national and international information in the public webpage of the projects and internationalization);
  • Communication (interacting through technologies; sharing information and content; engaging in online citizenship; collaborating through digital channels; netiquette; managing digital identity and  other social media interaction;
  • Content creation (developing content; Integrating and (re)elaborating; copyright & licenses; Producing multimedia and creative outputs, diversity of different ways to build and disseminate  content (training materials in a diversity of ways: papers, av, hypermedia; presentations in events, conferences (with embedded interoperability tools) at a local, regional, national  and  international basis;
  • Safety (Protecting data and digital identity)
  • Problem solving (solving technical problems; identifying needs and technological responses; innovating and creatively using technology; identifying digital competences gaps, (re)design of materials at the Higher School of Education FAB-Lab ( for research or/and prototype ideas to build future business; (re)thinking ideas to adapt to EU needs in   the field of social inclusion in a local, regional and international

Since 2003 that my expertise in social inclusion is directly related to create, implement, disseminate and evaluate at a societal challenge at a national and international dimension. My local, regional, national and international governance expertise is “merge” all my life to my social inclusion background. So, all over this thematic area I only integrate some specific tasks. All my expertise is integrated at national and international Protocols (Business, Schools, entities).;


B. 2. 1. Experience in developing tools and projects for knowledge management with a focus on innovation technologies

Evidence of experience: COMPUTER APPLICATIONS

Barbas, Maria; Matos, Pedro; Duarte, Mário; Barros Dias, Isabel. (2017). MOOC. Digital Employability. Projeto Uptake ICT for life Cycle.

Barbas, M.; Barros Dias, I.; Pinto, R.; Fernandes, Jorge; Cardoso, Claudia; Branco. Paulo (2013). MOOC_Como Criar um ebook?

BARBAS, M; GOUVEIA, V (2011). Projeto e.raízes_redes (plataforma de eLearning do Instituto Politécnico de Santarém).

BARBAS, M. (2000). A intercompreensão no Ciberespaço BARBAS, M. (1999) A, B, C do Multimédia (CD-ROM)

BARBAS, M. (1995). A Metáfora no Cartaz Publicitário – Uma Aplicação em CD-I, dissertação de Mestrado BARBAS, M. (1992) Comunicação Oral, Escrita e Audiovisual

Web pages

Barbas, Maria, & Gouveia, Válter. (2016). eRaízes_Redes [Data set]. Zenodo.

Barbas, M., Branco, P., Matos, P., & Matias, R. (2015). #Uptake_ICT2life-cycle official webpage [Data set]. Zenodo.

Barbas, M., & Lopes, N. (2013). IC1208 Project Official WebPage [Data set]. Zenodo.

Barbas, M., Branco, P., Loureiro, A., Matos, P., & Matias, R. (2015). Projects and Internationalisation  Office Oficial WebPage [Data set]. Zenodo.

Barbas, Maria, & Matias, Ricardo. (2017). Plataforma oficial UIIPS [Data set].

Barbas, Maria, Matos, Pedro, & Branco, Paulo. (2017). Digital Projects for an Inclusive Society Official Page [Data set]. Zenodo.


B. 2. 2. Writing policy-related reports, case studies, policy recommendations

Evidence of experience: Addressing Policy changes


2017. Report 5. Uptake ICT2life-Cycle: digital literacy and inclusion to learners with disadvantaged background.Rome.

2016. Report 3. Uptake ICT2life-Cycle: digital literacy and inclusion to learners with disadvantaged background. University of Strachclyde.                    

2015. Report 2. Uptake ICT2life-Cycle: digital literacy and inclusion to learners with disadvantaged background. Praxis un Wissenschaft. content/uploads/2016/03/REPORT_Meeting2.pdf

2015. Report 1. Uptake ICT2life-Cycle: digital literacy and inclusion to learners with disadvantaged background. Higher School of Education.

2014. Report. HTTP://W3.ESE.IPSANTAREM.PT/UPTAKEICT/PUBLICATIONS/ Report Digital literacy and inclusion

2014_2017. Coordinator of COST Policies TD1309.



Invitation to attend in the field of “Ethics and Research Integrity Sector” at the ‘H2020 – Ethics appraisal scheme’ meeting, 12_13 October 2017 in Brussels, Belgium.

Participation at the The ICT Proposers’ Day 2017 in Budapest. Hungexpo Budapest Center. Hungary

Participation in the Conference “Opening Up an Era of Social Innovation”. Calouste Gulnenkian Foundation. Lisbon (27,28 November). European Commition Organization.

Participation as the Head of the Research Unit in the meeting of the National Reading Plan 2017. (PNL). Thematic to be addressed: “Scientific and digital literacy”. October 19 at MCTES.

Participation in the information session about the Collaborative Laboratories. October 23 at the Telecommunications Museum, Lisbon.2017.

30 november. Participation as a CIAC-UAB efective member at the “1º Encontro de Investigação e Ciência_UAB”, in the panel “Como alcançar a excelência  no domínio dos projetos e de Investigação na UAB: O papel das Unidades de Investigação CIAC_UAB. 

6 december, Coimbra in  Convento de S. Francisco, Coimbra 1ª Conferência do Fórum Permanente para as Competências Digitais – INCoDe.2030”, Presentation of the European Project “Projeto 2017-2-PT02-KA205-004354 TVT21 to community” and the National Project “Pilotagem em TICE por Terras Alentejanas”.

2016. Participation in ICT2016Bratistlava Proposal Day’s and at the WEB SUMMIT in Lisbon.

2016_2017. Invited from the Portuguese national funding agency for science, research and technology to became an evaluator of doctoral and postdoctoral scholarships

2016. MENTOR. Fulbright ETA – English Teaching Assistants. Mr. Phillip Wenturine, Landmark Middle School. (29 of September 2016 to 30 of June 2017). 23 novembro. INVITATION- 2016 Fulbright Thanksgiving Dinner

2016. HONOUR – Invited, at a national level, by the Fundação para a Ciência e a Tecnologia to be one of the three ambassadors for the eSkills for Jobs’ 2015-2016, one initiative of the European Commission in the aim of the Grand Coalition for Digital Jobs, under the international coordination of the DIGITALEUROPE and the European Schoolnet, with the main goal to sensitize the citizens for the opportunities of employment provided by the ICT (

Member of SPACE board. SPACE board for sharing and disseminating new teaching and learning materials and methodologies, research & innovation, and outcomes of projects. Encontro de trabalho em Ghent, Belgium, on the 21st and 22nd of April 2016 under the topic “Bringing work and higher education closer together”.;

29 April. In representation of the Instituto Politécnico de Santarém President. Invitation from the Directive Council of the Fundação para a Ciência e Tecnologia, to view the launch of the Portuguese colligation for the Digital Employability. Foundation Calouste Gulbenkian

Invited member for the Program Committee CISTI 2014 (junho de 2014) about Information Technologies on the subject “Computer Assisted Audit Tools in the classroom”. CISTi:

2014. Member of the Scientific Commission of the Ibero-Americano Congress in Qualitative Research. Articles reviewer of CIAIQ2014 (

Member of th Scientific Commission of the “Uso das Tecnologias da Comunicação no Ensino Superior Português” Conference. TRACER Project (Financed by FCT). Universidade de Aveiro.

CNECT-Future and Emerging Technologies (European Commission – DG CONNECT) Work programme do novo FET in Horizon 2020, domain Knowing, doing, being. (

Competências Digitais e Empregabilidade no âmbito da iniciativa “Going Local Portugal da Agenda Digital para a Europa”, EUROPA 2020.

Joint Degree Master in Social “Software and Cloud Internet”

Open Day Tempus (15.01.2013). TEMPUS IV

MedOANet (

Management  comité. COST Experts – European Cooperation -Scientific and Technical Research.

Action 3-IC 1208 Integrating devices and materials: a challenge for new instrumentation in ICT. DRI da FCT

European Schoolnet (EUN) “Desafios da conceção, implementação e avaliação de boas práticas de parceria escola-indústria”

Ministério da Educação (CCTIC), “e-skills Week 2012”

Comenius – TACCLE: Creating your own e-learning content in school education and adult education. ASPECT – Adopting Standards and Specifications for Educational Content.


B. 2. 3. Experience in writing for digital communication

Content for digital literacy and inclusion (video with LGP), evidences_results:

Barbas, M., Novo, C., Loureiro, A., Matos, P., Mortari, F., & Cardoso, C. (2015). Network, ICT and Society Project – Digital Literacy and Inclusion Interviews. Zenodo.

Hands_on_Time – MOOC aggregator platform

Barbas, M., Mortari, F., Branco, P., Duarte, M., Matias, R., & Matos, P. (2016). Platform HandsonTime: Official MOOC aggregator platform [Data set]. Zenodo.

#Uptake_ICT2life-cycle: digital literacy and inclusion to learners with disadvantaged background#

Barbas, M., Branco, P., Matos, P., & Matias, R. (2015). #Uptake_ICT2life cycle official webpage [Data set]. Zenodo.

IC 1208 Integrating devices and materials: a challenge for new instrumentation in ICT.

Barbas, M., & Lopes, N. (2013). IC1208 Project Official WebPage [Data set]. Zenodo.

Projects and Internationalization

Barbas, M. Polytechnic Institute of Santarém – Higher School of Education, Branco, P. Polytechnic Institute of Santarém – Higher School of Education, Loureiro, A., Matos, P., & Matias, R. (2014). Projects and Internationalization Office Official WebPage [Data set]. Zenodo.


B. 2. 4. Experience in capitalization projects related to the EU technologies policy agenda

Policy objectives i intent to contribute proposed by this agenda of the Bologna Process:

implementing quality higher education, connected with research and lifelong learning and promoting employability;

making the social dimension become a reality by ensuring that the student body entering and completing higher education reflects the diverse student body of Europe’s ”;

access to higher education, by making VET and post-graduation courses available in e-learning format, reaching a more truthful reflection of the societal and economic groups present in the European Community, by giving a possibility for the economic disadvantaged, the  geographical  distant and the social/economical less fortunate, to access a Post-graduation;

promote a more student-centred learning, by allowing the student the know-how and the tools to access multiple forms of learning and different teaching methodologies, that will able him not only to learn new digital skills, but also to access more profound and continuous knowledge in their area of studies;

foster employability by giving these students the digital skills necessary to address the labour market’s needs for a digitally savvy employee always updating his knowledge, hence contributing to their lifelong learning skills and


B. 3. 1. Supporting and coordinating exchange and learning activities in a transnational context

Collaborate in an interactive process with partners in local |regional | national and international levels, in order to enrich and develop ideas that answer to the Societal Challenges’ needs, by sharing and creating scientific, social, technological and policies impact. Therefore, to respond to the “innovation” challenge we plan to create:

  • A multiplatform embedded with augmented reality (mobile, tablet);
  • A multiplatform format for an e-book regarding “good practices guide in social inclusion”;
  • Diversity of multi-trans-disciplinary e-modules about “Academia Equity and Inclusion – disadvantage backgrounds”;
  • An interoperable and multi-platform website;
  • To design and evaluate a digital tool;
  • A modular compilation of an OER content about “learners with disadvantaged backgrounds”;
  • Market based resource-scaling tools to employability;
  • Providing context aware services for a Digital labour-market life-cycle;
  • Market-based resource scaling policies for cloud.

Learning activities (e.g.):

Meeting between all partners to do a Literature review – good practices in: societal innovations (OER,   basic and transversal skills, employability); digital literacy and inclusion (Theoretical and methodological framework); overview inter sector analysis of HEI-ICT and enterprises.

Results. Tangible – meeting report; Intangible – organization of knowledge Contact HEI Stakeholders and identify possible formants.

Contact HEI Stakeholders and identify possible formants.

Results. Tangible – identification of students participating in the project – Intangible increased network connection

Data collection instruments to apply in training activities

Results. Tangible identification of instruments to collect data in the project

To create a Website embedding social networks (i.e. FB; twitter; LinkedIn; RSS feeds); QR code; adaptable to multiplatform.

Results. Tangible. webpage+ branding and logo + QRcode; intangible – increased experience in multimedia tools


  1. To do a report (by our consultants/evaluators)

Results. Tangible Report intangible knowledge re-enforcement

  1. Scientific impact: To create a targeted written material-press release; project video-clip.

Results. Tangible. press release, video clip.

Intangible. multimedia knowledge and experience gain by partner’s institutions; project dissemination

  1. Policy impact: to share results with National Organizations that promote reform and enhance progress / develop policies in their countries, such as the Ministries of Education and Science and the National Teams of Higher Educational Reform Experts (HEREs)

Results. Tangible – Final Report; intangible – project dissemination

  1. Meeting to build evaluation instruments to be implemented in an inter-sectorial base (HEI- ICT_Entreprises) aiming to obtain data concerning usage and accessibility in digital literacy and inclusion.

Results. Tangible. – meeting report + evaluation instrument; intangible – increased experience in evaluation

  1. Development of multi-trans-disciplinary e-modules to ensure training in basic, intermediate and advanced level e-skills:

    Basic level- 1) create a google profile; 2) Login and logout with security; 3) Text writing; 4) to do an image research; 5) to share contents with security using Google Drive, email and google+; 6) Send and receive an email message.

    Intermediate level – 1) produce and publish a digital dynamic online presentation; 2) create, edit and share a video; 3) moderate and manage chat rooms and discussion forums; 4) Administrate a videoconference with Hangout.

    Advanced level – Create and publish a website using WordPress. (provide recognition and certification for this training)

Results. Tangible. All the modules produced; Intangible increased experience in modules creation.

  1. Create content and a digital instrument (mooc) about “digital literacy and inclusion”; av media for each category that compose the mooc;

Results. Tangible. mooc + video clips; Intangible- increased experience in MOOCs

General revision of the e-modules and mooc – with special attention to ensure these are inclusive to population with social (discrimination of age and risk behavior) and geographical constraints (remote rural areas and small islands).


B. 3. 2. Experience with the design and management of European transnational cooperation projects

2014_2016. Title: #Uptake_ICT2life-cycle: digital literacy and inclusion to learners with disadvantaged background#. The project aims to:

Identify and share good practices in Societal innovations (digital literacy, inclusion and employability);

Focus on new knowledge and skills: basic and transversal development;

Ensure equity in the exercise of rights, namely to help citizens with disadvantaged backgrounds (social / geographical) to integrate ICT in their lives;

(Re) and (up) skilling, access to success;

Disseminate results (in a diversity of modes), promote impact (in science, society, technology, policy and market), sustainability, dissemination and exploitation.

2014_2018. EU programme: European Cooperation Transversal Project (COST) TD1309 | Play for Children with Disabilities (LUDI) | 19 May 2014 – 18 May 2018; Project identification or contract number: TD1309 | Play for Children with Disabilities (LUDI) Applicant /Beneficiary Name: Maria Potes Barbas (ESE do IP de Santarém); Science officer of the Action: Dr Giuseppe LUGANO; Administrative officer of the Action: Ms Anja VAN DER SNICKT. Activities: My rule: Management Committee Member (Portugal); Working Group 2 – Tools and Technologies for the play of children with disabilities; Coordinator of COST Policies.

2013_2016. EU programme: European Cooperation. Scientific and Technical Research (e_COST); Project identification or contract number: IC 1208 Integrating devices and materials: a challenge for new instrumentation in ICT; Applicant /Beneficiary Name: Maria Potes Barbas (ESE do IP de Santarém); Carlos III (ES); Cambridge (UK); Calabria (IT); Macedonia (EL). Activities: My rule: Management Committee Member (Portugal); Working Group 4_Dissemination; Coordinator of Web Page

2012_2014. Grundtvig 2012, com a refª 2012-1-CY1-GRU06-02397 6. TECH4ALL – Investigating teachers’ practices in using technology for Adult Language Learning (ALL). My rule: Learning activities: november 2012/Santarém; april 2013/Hasselt; Training activities

2004_2007. L’Europe Ensemble (Sócrates, Língua2, L’Europe Ensemble. We win a Label Européen in 2006. My rule: Training activities about digital literacy and inclusion

1999_2000. Profiles in ICT for Teachers Education. Europeu Sócrates/ODL Profiles in ICT for Teachers Education, nº 71135-CP1-1999-PT-ODL, TDC – Tecnologias da Comunicação. My rule: module 2: e-mail em contexto educativo; Implementation and dissemination of the 1st module about Digital literacy  l; Training course in all countries involved; Dissemination in Portugal.

1997_2000. “Développer une Méthodologie des TIC pour la Classe de Langue”. Sócrates/Língua A Développer une Méthodologie des TIC pour la Classe de Langue. nº  39959-CP1-SE-Lingua-LA. UPPSALA University. My rule: Book chapter about « Discussion Groups »


B. 3. 3. Knowledge and understanding of EU institutions and funding instruments

National_ Operational Programmes: Portugal 2020; Competitiveness and Internationalization OP; OP Human Capital Human OP Social Inclusion and Employment; Regional OP Alentejo; National Teams of Higher Educational Reform Experts (HEREs) ; Fundação para a Ciência e Tecnologia (FCT)

International Operational Programmes: URBACT; ECAS; Salto.Youth; Erasmus (KA1, KA2, KA3); Eurostarts; Sudoe; COST; H2020; EIT.

Networking:; Active A.G.E.; Active Travel Netwok.; ROMA-NeT URBACT II; CityRegion.Net.; Creative Clusters.; CoNet.; EGTC.; ESIMeC.; Universities.; Genius: Open; Healthy Ageing; JOBTOWN;   My Generation at Work.; PREVENT.; RUnUP; TOGETHER for Territories of Co-responsibility, WEED.

Relevant guides: Science and Technology Advisory Council (STAC); Grand Coalition for Digital Jobs (GC4DJ) in Europe; Building the future (ETSI-World Class standards; Leadership. Latin America- Europe ICT