YouTube
Christopher Mardiroussian
YouTube
Here are my instructional and other videos. Visit them on YouTube.
Featured Video
Teaching
Memotion Analysis (Teaching Demo)
This video is a recorded teaching demonstration of my Unit #1: Memotion Analysis designed for a first-year composition class. I created a mini lecture that went over the informal assignment #1, facilitated a multimodal collaborative in-class activity with the students, and then introduced the first formal assignment for students to complete based on the lecture and class activity.
Teaching
YouTube Algorithm: Antagonist to Participatory Culture
Inspired by the ideas of Participatory Culture, this video takes a look at YouTube, with over 1.5 billion users, and how the recommendations have the power to send anyone down a Rabbit Hole filled with polarizing, misleading, or false content. Therefore, this video aims to argue that even though the possibilities seem endless with Participatory Culture, it must be stressed how the YouTube algorithm (aka Rabbit Hole) can be a warning of the potential threats to civic engagement.
Commentary
Producer's Commentary: a method to understand electracy
Inspired by the likes of prominent scholars such as Henry Jenkins, Sarah Arroyo, and Gregory Ulmer, this video explores creating a more electrate classroom where students can experiment, investigate, and explore different modalities in ways that challenge them to rethink their roles as writers. Therefore, allowing us to re-envision learning as progress, not perfection; where the future of academic writing, “depends on learning to articulate words with images, verbal with visual knowledge” (Ulmer 2015).
Commentary
Participatory Culture: reimagining FYC through video
As “electracy” continues to surge, it’s important to implement more “electrate” practices where video/media projects allow students to think critically, strategically, and creatively in ways that explore and/or demonstrate their understanding of the concept(s) they’ve chosen. Ultimately, creating this “participatory culture” where students can continue to repurpose, reimagine, and reignite current traditional rhetoric in first-year composition.