This could be synchronous (e.g. through a webinar or at a face to face induction, if there is one) but is more often asynchronous, e.g. via voicethread. Establish length, topics and modality by introducing yourself first. Have a list of information they could share, if willing, e.g. how they like to be addressed, location, something memorable about themselves, a photograph of something that has specific meaning to them and why. Just as you might want to quickly learn and use students’ names in an on-campus setting aided by use of name cards or stickers, use this to note their preferred address, perhaps in a spreadsheet for future use. This is a low risk icebreaker. It encourages students to share a little about themselves, but they select what they want to share. It also allows them to familiarise themselves with the technology, so e.g. if being able to load an image is important, this has been built into a low stakes activity.

Example: Samuel asked students to prepare a short biographical paragraph about themselves, including: the name they prefer their fellow students to use when addressing them; their professional background and current role / position; their previous experience of education for their educational role; if they’ve used online discussion boards before one thing they’ve found helpful and one thing less helpful; and one thing about themselves they think will make them memorable to their fellow students. He invites them to use VoiceThread[1] to deliver this paragraph and to take time to listen to the other introductions. He then role models the activity by introducing himself (e.g. ‘My birth certificate says Samuel but I prefer to be called Sam) and commenting on others’ introductions as they are added.  He notes their preferred name in a spreadsheet for his future use.