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Paul J. Emigh




<p>Traditional textbooks have historically been viewed as an important component in students’ learning of introductory physics, especially as part of the work that students are expected to complete before attending class.&nbsp; However, many students either dislike physics textbooks, or do not know how to learn from them, and in practice many students do not follow through on assigned readings.&nbsp; We discuss an effort, during emergency remote instruction, to transition students pre-class assignments from textbook readings to videos, in the hope of achieving both greater participation and greater learning from the assignments.&nbsp; We highlight the design principles behind the videos, the constraints and challenges we faced in making them, and our hopes to improve upon the videos in an effort to make them more widely available.</p>

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