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PEOPLE@HES-SO – Directory and Skills inventory
PEOPLE@HES-SO – Directory and Skills inventory

PEOPLE@HES-SO
Directory and Skills inventory

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Mizeret Jérôme

Mizeret Jérôme

Professeur-e HES associé-e

Main skills

Innovation collaborative

Economie ouverte

Lowtech

Prototypage

Transition

Medtech

Optique

  • Contact

  • Teaching

  • Research

  • Publications

  • Conferences

Main contract

HES-SO Master
Av. de Provence 6, 1007 Lausanne, CH
SO Master
Faculty
Domaine interdisciplinaire
Main Degree Programme
Master of Science HES-SO en Integrated Innovation for Product and Business Development

Professeur-e HES associé-e

Haute Ecole Arc - Direction
Espace de l'Europe 11, 2000 Neuchâtel, CH
DISC
MSc HES-SO en Integrated Innovation for Product and Business Development - Innokick - HES-SO Master
  • Projet pratique d'application
  • Economies ouvertes
BSc HES-SO en Ergothérapie - Haute école de travail social et de la santé - Lausanne
  • Techniques et fabrications numériques comme moyen d'adaptation
BSc HES-SO en Economie d'entreprise - Haute Ecole Arc - Gestion
  • Les Nouvelles Economies

Completed

Indicateurs d'innovation sociale pour une nouvelle solution de conditionnement au sein d'un atelier pour personne en situation de handicap

Role: Main Applicant

Financement: Innosuisse

Description du projet :

Indicateurs d'innovation sociale pour une nouvelle solution de conditionnement au sein d'un atelier pour personne en situation de handicap

Research team within HES-SO: Mizeret Jérôme

Partenaires académiques: Stéphane Rullac, HETSL; Gaëtan Bussy, HE-Arc

Partenaires professionnels: Fondation Alfaset

Durée du projet: 01.11.2020 - 31.12.2021

Montant global du projet: 15'000 CHF

Statut: Completed

2024

Pour une approche transdisciplinaire de co-innovation dans le domaine des technologies d'assistance
Book chapter ArODES

Rafaël Weissbrodt, Benjamin Nanchen, Sarah Bovigny-Sandoz, Gaëtan Bussy, Emmanuel Fragnière, Jérôme Mizeret, Stéphane Rullac

Dans Bovigny-Sandoz, Sarah, Bussy, Gaëtan, Fragnière, Emmanuel, Mizeret, Jérôme, Nanchen, Benjamin, Rullac, Stéphane, Weissbrodt, Rafaël, Innovation Booster Technologie et Handicap : un dispositif, des personnes engagées et des projets pour une innovation sociale par la science  (pp. 65-78). 2024,  Montpellier : Association Sociographe

Link to the publication

Summary:

Ce texte propose une réflexion sur l’importance de l’inclusion des personnes en situation de handicap (PSH) dans le développement de technologies d’assistance. Bien que les avancées technologiques offrent des perspectives prometteuses, il convient de dépasser une vision technocentrée et de privilégier une approche de co-innovation. Dans cet esprit, les lignes qui suivent présentent une approche transdisciplinaire développée dans le cadre du pro- gramme Innovation Booster Technologie et Handicap (IBTH). Cette proposition méthodologique implique la collaboration de différentes disciplines telles que l’ergonomie, l’anthropotechnologie, le travail social et les sciences de gestion. En plaçant les personnes concernées au cœur de l’analyse et en intégrant les savoirs des différents actrices et acteurs, elle vise à construire des solutions adaptées à leurs besoins et à leurs environnements.

2023

Le développement inclusif, défi transdisciplinaire
Professional paper ArODES

Stéphane Rullac, Benjamin Nanchen, Emmanuel Fragnière, Sarah Sandoz, Stéphanie Hannart, Rafaël Weissbrodt, Gaëtan Bussy, Jérôme Mizeret

Reiso : revue d'information sociale,  2023, 13 mars

Link to the publication

Summary:

Afin de garantir des solutions utiles, utilisables et souhaitées par les personnes en situation de handicap, un innovation booster « technologie & handicap » repose sur la mise en commun de quatre disciplines.

2022

FabLab Haute Ecole Arc : le plaisir d’apprendre et de créer
Book chapter

Mizeret Jérôme

Dans Xavier Comtesse,  Ecole 4.0. 2022,  Genève : Georg éditeur

Link to the publication

Case study: the contributions of a FabLab to a Bachelor cursus in Occupational Therapy
Scientific paper

Mizeret Jérôme, Nyffeler Nathalie, Mélanie Thomas, Délèze Noémie

ITM Web Conf., 2022 , vol.  41, no  03003

Link to the publication

Summary:

The aim of this research is to explore the contributions of FabLabs in applied tertiary education (Bachelor University of Applied Sciences – UAS), and particularly in the form of hybrid teaching modules, combining academic subjects and maker experience. FabLabs can offer services to the professors of various academic fields to reinvent their teaching methodologies, incorporating making as a way to transmit knowledge and enhance student engagement. We have also established with higher education professors and lecturers in mind, the conditions for the implementation of such modules in order to guarantee their success. A pilot project has been conducted with occupational therapy students consisting of a one-semester module of 30 periods, dedicated to developing and prototyping in order to adapt toys and games to be used by children with cerebral palsy of the spastic hemiplegia type. The FabLab was the place where prototypes were made, but also where exchange, collaboration and creativity were catalysed. Our observations showed that the students developed three types of skills: technical (use of digital 3D CAD software and machines), occupational, in the field of occupational therapy (observation and analysis of the accessibility of the environment, solution- oriented approach aimed at increa sing occupational performance and participation) and relational (creativity, agility, collaboration). Commitment and pleasure of learning were present throughout the module. The conditions for the success were the co-construction of the learning experience by both the professors and the labmanagers in charge of the FabLab, the establishment of a pedagogical scenario, and constant, open communication between them.

1997

New distributors for homogeneous and monitorable light delivery in photodynamic therapy
Scientific paper

Mizeret Jérôme

Proc. Soc. Photo-Opt. Instr. Eng. 1995;2323:58-69, 1997

2022

Case study :
Conference ArODES
the contributions of a FabLab to a Bachelor cursus in occupational therapy

Jérôme Mizeret, Nathalie Nyffeler, Sylvie Ray-Kaeser, Noémie Délèze, Mélanie Thomas

ITM Web of Conferences

Link to the conference

Summary:

The aim of this research is to explore the contributions of FabLabs in applied tertiary education (Bachelor University of Applied Sciences – UAS), and particularly in the form of hybrid teaching modules, combining academic subjects and maker experience. FabLabs can offer services to the professors of various academic fields to reinvent their teaching methodologies, incorporating making as a way to transmit knowledge and enhance student engagement. We have also established with higher education professors and lecturers in mind, the conditions for the implementation of such modules in order to guarantee their success. A pilot project has been conducted with occupational therapy students consisting of a one-semester module of 30 periods, dedicated to developing and prototyping in order to adapt toys and games to be used by children with cerebral palsy of the spastic hemiplegia type. The FabLab was the place where prototypes were made, but also where exchange, collaboration and creativity were catalysed. Our observations showed that the students developed three types of skills: technical (use of digital 3D CAD software and machines), occupational, in the field of occupational therapy (observation and analysis of the accessibility of the environment, solution- oriented approach aimed at increa sing occupational performance and participation) and relational (creativity, agility, collaboration). Commitment and pleasure of learning were present throughout the module. The conditions for the success were the co-construction of the learning experience by both the professors and the labmanagers in charge of the FabLab, the establishment of a pedagogical scenario, and constant, open communication between them.

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