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Introductory video for your course

An introductory video is an appreciated way of introducing yourself and your course. As a teacher, you can influence the students' first impression of you and the course, and they feel more welcome than if they were only met by text, such as PowerPoints. The video can also contribute to an increased experience of the teacher's presence in the course, create engagement and set expectations.

What to include in an introduction video?

When making an intro video, we recommend that you include:

  • a brief introduction of yourself
  • course name and structure
  • if the course is online or in a lecture hall (feel free to show the lecture halls in the video)
  • important dates and mandatory parts of the course
  • contact details and where students can find technical support
  • special instructions and requirements
  • expectations, both that you have of the students and that they may have of you.

Tips when recording an introductory video

Since an introductory video is often your students' first encounter with you, it's worth putting a little extra energy into creating it. Try to record the introductory video when you're focused on the task and your thoughts aren't occupied by too much else. Since video can be re-recorded and you can make retakes, you might benefit from recording a few variations and either picking out the best version or editing the best parts together.

Be clear and specific with the information you include in the video and describe everything important shown in the image (called verbalizing). The information you provide becomes the basis for how the students view the course, so do your best to prevent misunderstandings and ambiguities.

Although it seems like a lot to cover, keep the video short and to the point. Refrain from showering the students with too much information, but rather complement the video with text information. An introductory video doesn't have to be longer than a couple of minutes.

Complete with text information

Some information is difficult to include in an introductory video even though it is relevant to the course, for example, a bibliography. Put this kind of information as text next to the video, preferably on the same page.

You can also copy information from the video and provide it to the students in text format, which is important, not least if the students need to have access to it independent of having access to the video or not. For example, your contact details or the structure of the course.

Let the students see you

The introductory video can establish perceived teacher presence in the course, even in the following course videos where perhaps only your voice can be heard over, for example, PowerPoint presentations. Therefore, you should be visible in the picture in the introductory video, as the connection between you as a teacher and the heard voice will be clearer.

Feel free to use your body language to show engagement and don't forget to look into the camera and talk towards it. The camera lens represents your students, so when you look into it, students experience increased presence of you because you address them as viewers.

Be personal to create engagement

Try to have a natural tone of address and be yourself, then you will appear more personal to the students who take part in the video. If you distance yourself too much from your usual personality during the recording, there is a risk that the students will become less engaged. Therefore, speak in the same way as you would in a lesson or lecture.  

Although a speech script is often a good support during recordings, they can sometimes lock the teacher because they become so tied to the written text. Try to find a good balance between pre-planned verbal content and spontaneity.  

You can tell about something personal related to the course, for example, how you ended up at KTH as a teacher or which practical use of the course content is your favourite. In general, include something about why the course content is important to you.

Examples of expectations

When you talk about expectations in the course, there is a lot to choose from, but focus on the most important things for the course to run smoothly for everyone involved. Here we list some examples of questions about expectations that you can answer in the video.

Communication in the course:

  • How do students reach you most efficiently, and when can they expect a response?
  • How will you communicate important course information?

Behaviour during the course: