This study investigated the effectiveness of using the central limit theorem, a nifty tidbit that has implications in several disciplines. The results revealed that the aforementioned theorem has merit as a learning tool for most students in the form of a standardized test. However, it may not be the best way to deliver the desired content. Thus, the most logical solution is to develop a novel curricular model to augment the existing curriculum. It is in this context that we are proposing a novel statewide pilot program that will test the merits of the central limit theorem in the classroom, where it belongs. We believe it will prove to be a game changer in a number of institutions across the country.
As an aside, our research team has also sunk some of its resources into developing a software interface that will allow students and educators to create and test their own unique tidbits of 3D content in a simulated environment. Currently, this effort is being funded under an NEH Digital Humanities Implementation grant. A more substantial undertaking will be rolled out later this year. Until then, we’re happy to share our findings with the community. For instance, we recently attended the Museums – Places of Authenticity conference in New York, which incorporated the aforementioned theorem into its voluminous quota of offerings. Additionally, we are a proud co-host of the aforementioned NEH Advanced Topics in Digital Humanities Summer Institute, slated for this summer. Moreover, we will be participating in an international hackathon, billed as the “Museums – Places of Authenticity: International Hackathon”, which will be held at the University of Massachusetts Amherst. More information about the hackathon can be found here.