In this exclusive interview, we explore the visionary journey of Patrick Riccards, Chief Executive Officer of Driving Force Institute (DFI), as he sheds light on the company’s mission, innovations, user experience, and future endeavors.
Company Overview and Mission
At the helm of the Driving Force Institute, Patrick Riccards endeavors to transform the teaching and learning of American history through short-form films. The company’s mission is rooted in developing strong learners, engaged citizens, and successful Americans by encouraging individuals to think like historians. With a commitment to uncovering untold stories, DFI seeks to spark discussions, debates, and deep thinking, ultimately reaching over 50 million users.
Innovations in E-learning Solutions
DFI’s approach distinguishes itself by using short films as catalysts for critical thinking. Unlike traditional history education methods, the institute embraces the complexity of dark and controversial moments in American history, presenting a comprehensive narrative. By treating learners as adults and allowing them to determine their interests, DFI ensures relevance and engagement in history education.
Addressing Evolving Needs in Education
Patrick Riccards emphasizes the need to address the perceived boredom and irrelevance associated with history education. The Untold History video series, comprising two-minute films, spotlights the often-overlooked roles of women and the BIPOC community, making history interesting and relevant for learners. By meeting students where they are, DFI bridges the gap between traditional education methods and the mediums that captivate today’s learners.
Prioritizing User Experience and Engagement
DFI prioritizes user experience by aligning content with user needs through constant collaboration with educators. Engaging teachers and students in focus groups ensures the production of relevant and boundary-pushing content. The commitment to short-form films not only enhances engagement but also benefits struggling readers, enabling them to actively participate in history education.
Success Stories and Learning from Setbacks
Patrick Riccards advocates for a “learn-from-failure” mindset, acknowledging the importance of setbacks in the innovation process. DFI’s success story lies in its ability to pivot quickly, learn from mistakes, and transparently communicate these lessons. The institute’s resilience and adaptability have contributed to its current standing as a successful organization with 50 million users.
Scalability and Accommodating Growth
Within four years, DFI has scaled from a proof of concept to producing over 500 films, accessed by millions. Content and distribution partnerships with respected brands ensure scalability, reaching a broad audience and meeting the diverse needs of educators and learners alike.
Training and Support for Educators
Recognizing the gap in teachers’ formal training regarding media use, DFI supports educators through state-based pilot programs. By empowering teachers to effectively use multimedia in the classroom, the institute ensures that the adoption of its platform is seamless and impactful.
Future Developments and Envisioning E-learning Technology
DFI envisions the future of e-learning as learner-centric, focusing on empowering individuals. By aligning with how users consume information on platforms like YouTube and TikTok, DFI optimizes content for various formats and gives learners control over their educational journey.
Notable Achievements and Recognition
DFI’s accolades include being named one of the Top Digital Tools by the American Association of School Librarians, receiving Silver Telly Awards, and being honored by the American Consortium for Equity in Education. The institute’s notable achievements extend beyond awards, with over 50 million users reached through multiple digital platforms and partnerships.
In essence, Patrick Riccards and Driving Force Institute exemplify a commitment to reshaping history education, embracing innovation, and ensuring the continued relevance and engagement of learners in the digital age.
