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DIGITAL PEDAGOGIES
Daniel Groenewald
Images: courtesy of pixabay.com
Towards better Integration of ICTs in the Australian Curriculum
Digital Learning Coordinator, CEWAhttp://www.digitallearningcewa.com/
https://ww
w.pexels.com
/
http://goo.gl/BHIq6a
• To recap why we use ICTs in education and
Learning Intention• To suggest some improvements to how we teach with ICTs• To provide some digital tools you can use tomorrow
1990
PC Photo credit: Rama
2016
How has technology affected you in life and teaching?
https://goo.gl/7Rlojk
Implementation dips
Technical issues seem to get worse before they get better
CHANGE can be slow and tricky
Photo:https://upload.wikimedia.org/wikipedia/commons/2/24/Sunday_school_at_the_Baptist_church_which_is_not_on_company_property_and_was_built_by_the_miners._Lejunior,_Harlan..._-_NARA_-_541342.jpg
Challenges“PISA results show no appreciable improvements in student achievement in reading, mathematics or science in the countries that have invested heavily in ICT for education”
(PISA: 2015, 15)
HOBART DECLARATION
1989
ADELAIDE DECLARATION
AUSTRALIAN CURRICULUM
2009
MELBOURNE DECLARATION
20111999
TECHNOLOGIESCURRICULUM
2018
An understanding of the role of science
and technology in society, together with
scientific and technological skills
Be confident, creative and
productive users of new technologies
Young people need to be highly skilled in the use of ICT…there is a need to increase there effectiveness
Students need the knowledge, skills and confidence to make ICT work for them at school, at
home, at work
Society needs enterprising
students who can make discerning
decisions about the development and
use of technologies
1990MLC first laptop program in the
world
2010 arrival of The iPad
1993 pubic Internet in
Australia
2016 Consumerisation of Virtual Reality
2020 Online learning is mainstreamed in
education?
Gamification
RoboticsCodingSTEM
Learning Spaces
Learning analytics
Flipped learning
Virtual Reality
3D printing
Adaptive learning
Telepresence
Maker spaces
Wearables
And now we are seeing an explosion in learning technologies.
Artificial Intelligence
Uber
Airbnb
Tesla
Outsourcing
Automation
Globalisation
eBay
Amazon
$50 Billion $79 Billion
Source: Deloitte - Australia’s Digital Pulse: Key challenges for our nation – digital skills, jobs and education (2015)
2013-142011
5 Million: number of
Australian jobs predicted to be
replaced by computers by
2025
Source: Committee for Economic Development of Australia - Australia's future workforce? (2015)
Australia’s Digital Economy
Technology is replacing blue and white collar jobs. If we want to preserve our way of life, we need to develop skillsets that
make us inimitable.
Could Digital Aristotlechange education forever?
Entrepreneurial & ICT savvy
Comfortable in and through change
Adaptive and agileDigitally discerning
Productive
Collaborative
A great learner
A confident producer of new media
Socially intelligent
Growth Mindset
Creative and dynamic
Customer facingProblem seeker and solver
Expert in something
What skills do we need?
I can learn anywhere,
anytime and at the point of need
I can access the best that has been thought
and done
I can collaborate
with peers and learn from
anyone
I can find things
relevant to me
I enjoy Interactive, rich visual and audio resources that
excite and inspire
I can listen to and observe lessons more than once
My world is changing and I
need these basic skills to live a
good life
Numeracy
Critical & Creative Thinking
Ethical Behaviour
Personal & social capability
Investigating
Literacy
Intercultural understanding
Communicating
Creating
Applying social & ethical protocols
Managing and operating ICT
ICT Capability
English Health/PE HASS Sciences
The ArtsLanguages Maths Technologies
THE ICT CAPABILITYTODAY
Values (RE)
Creatin
g susta
inable
ways of li
ving
Repairing our relationship with Aboriginal Australia
Engaging with our
Asian neighbours
So what does ICT capability look like at the end of Year 2..?
Applying Social & Ethical protocols
Students comment online on a class video accurately, thoughtfully, respectfully
Use ICT to safely share ideas
Identify and safely operate computer for learning
Investigating with ICTs
Communicating with ICTS
Creating with ICTs
Recognise that people create and own digital content
Students use software to present survey data in a list, chart or pictograph in Maths or Dig Tech
Students use colour coding and drawing to show a timeline in HASS
Managing and Operating ICTs
Students make an information report and identify and acknowledge where the information came from
Experiment with ICT to modify data for a particular audience
Use ICTs to identify, record and classify information
While word-processing, students Identify basic hardware – e.g. mouse, keyboard, monitor – and use it efficiently
How is ICT Capability different from Digital Technologies?
Specific computer science skills
Work-life efficiencies
General productivity
Always integrated Can stand alone as a subject
Solving specific problems with computational and design thinking
DesigningProducing and Implementing Evaluating
Collaborating and managing
Investigating and defining
The process of implementing digital solutions investigating and defining
The nature and properties of data, how they are collected and interpreted
Digital Technologies (P-8)
A subject that aims to provide students with practical opportunities to use design thinking, computational thinking and information systems knowledge to develop innovative
solutions and knowledge addressing contemporary challenges
Knowledge and understanding
Digital Systems Representations of Data
Digital implementation
Collecting, managing and analysing data
Creating Solutions
Processes and production skills
Digital Systems (hardware and
software and used for an identified
purpose
Data can have patterns and can be
represented and used to make simple
conclusions
Design Thinking
Empathise
Define
Ideate
Prototype
Test
What’s going on here?
How about tyres with chains
Your tyres slip on the snowHow about tyres with chain links that cut into the snow
This is working!
Abstraction
Algorithm Design
Computational Thinking
Decomposition
Pattern Recognition Many adverbs end in”ly”
Instructional texts begin with imperative verbs “put”
If my boss emails me, reply, I am away and will get back to you
A story has setting, characters, a key problem, and a resolution
Breaking down a problem into its parts
Observing patterns
Developing instructions to do jobs
Identifying general principles in patterns
An approach to problem solving
The Websitehttp://www.digitallearningcewa.com/
Explore preprimary lesson plan
• What do we most need to do now?
In summary• We have the technology• We have the curriculum mandate• We have some exemplary practices
quiz: kahoot.it
https://b.socrative.com/teacher/#launch iz?
http://www.digitallearningcewa.com/
https://goo.gl/hVE6H5
Application options
Methods for teaching well with
ICTS
It is not effective to add new technologies on to old things or existing curricula. Start with a new blueprint
and explore how technology changes instructional practice
Image: https://en.wikipedia.org/wiki/File:Rocket-bike.jpg
Model 1
Traditional Approaches to Ed-Tech pedagogy – Primary
TECHNOLOGY CONTENT KNOWLEDGEPEDAGOGY
Traditional Approaches to Ed-Tech pedagogy – Secondary
TECHNOLOGY CONTENT KNOWLEDGE
PEDAGOGY
A NEW RELATIONSHIP
EngagementPEDAGOGY CONTENT
KNOWLEDGE
TECHNOLOGY
Autonomy
TPACK+CAPbTECHNOLOGY PEDAGOGY
CONTENT KNOWLEDGE
TPACK with adaptions: Mishra and Koehler (2006)
21ST C General CAPABILITIES
Investigating
Communicating
Creating
Applying social & ethical protocols
Managing and operating ICT
ICT
Critical & Creative
Thinking Personal & social
capabilityIntercultural understanding
Model 2
REDEFINTION E
MODIFICATIONE
AUGMENTATION
SUBSTITUTION E
TRANSFO
RMATIO
N
ENHA
NCE
MEN
T
The SAMR ModelRuben R. Puentedura,
Transformation, Technology, and Education. (2006) Online at:
http://hippasus.com/resources/tte/
PDF with hyperlinks
Imovie
Weebly
Tech acts as a tool substitute with no functional change to task
Tech acts as a tool substitute with functional change to task
Tech enables improvement in task design
Tech enables significant improvement to task in a way that was inconceivable in the paper based world
Leveraging human learning preferences: The Ed-Tech Quintet
Mode Traditional realisation Associated Practice Digital Realisation
Social Listening, talking, storytelling Communication, collaboration, Sharing
Commenting, dialoguing through social media
Mobility On the savannah, insitu workshop
Anytime, Anyplace Learning and Creation
At home, on the bus, whatevs
Visualisation Painting Making abstract concepts tangible
Infographics, websites,
Storytelling Within family setting, around the campfire
Knowledge integration and transmission
iMovie, YouTube, BookCreator,
Gaming Chasing, running, catching, outwitting
Feedback loops and formative assessment
Khan Academy, Udemy, Socrative, Maths Space
Puentedura: http://hippasus.com/rrpweblog/
Model 3
DIAGNOSIS
ENGAGEMENT
BUILDING KNOWLEDGE
TRANSFORMATION
PRESENTATION
REFLECTION
THE DIGITAL LEARNING AND
TEACHING CYCLE
Socrative
TedTalks
Zaption
Explain Everything
Powtoons
Blog
D Groenewald (2016): Adapted from K. Love et al, BUILT: 2003
Pedagogical flow
Apps at pedagogically appropriate
stage of learning
Session Challenge – Integrating the models
Use the following planning sheet to construct and evaluate an effective lesson using ICTS
Effect sizes and their realisation through technology Technique Effective
sizeTech choices SAMR scale Teaching and
learning phase Formative evaluation with analytics
.90 Socrative quiz Film learning ShowbieZaption
Augmentation Building knowledge
Classroom discussion
.82 Online ForumYouTube video comments Twitter Instagram
Augmentation Building knowledge
Teacher and Lesson clarity
.75 Published lesson plans on the LMS Flipped learning with learning analytics
Augmentation Prior to engagement
Student feedback .75 Ongoing live OneNote Live google docs Showbie
Modification Building knowledge and reflection
Instructional work flow
Activity ICT Capability ICT tool
SAMR level
Diagnosis
Engagement
Building Knowledge
Transformation
Presentation
Reflection
Creating and evaluating a lesson with ICT
D Groenewald: Adapted from K. Love et al, BUILT: 2003
Students view video quiz on figurative language and teacher collects and analyses results prior to class
Investigating Zaption – online video with analytics
Modification
Digital Pedagogy extended
Design Thinking
Empathise
Define
Ideate
Prototype
Test
https://edtechchange.blogspot.com.au/2016/05/wevideo-powerful-project-based-learning.html : September 7
45http://www.danielwillingham.com/uploads/5/0/0/7/5007325/2882821_orig.png
Dale Edgar’s “cone of experience”
46
• More student autonomy
• Personal choice
• Sense of discover
• Motivation
• Can be interesting but
• Teacher determined
• See what others see
The pedagogy of the cave
47
Instructivist -
Constructivist
48
Student choice in
assessment types
Creativity
Problem solving and
collaboration in groups
Real world relevance
Peer sharing and
celebration
The ingredients of a 21st Century curriculum
Studying Ancient Greece
Daniel Groenewald & Peter Gazzola
The Project: This project on Ancient Greece aims to give you choice over what you study and how you do it. We believe you will put in more effort when you choose your own areas of study and assessment tasks. And from this effort we hope to see assessment tasks completed with real quality. Please don’t let us down!
The project also aims to help you think about your preferred learning style or the way you naturally approach a task. The tasks are designed for a range of thinkers, from the logical, literate and outspoken, to the dramatic, artistic and hands-on. Read through the activities carefully and make your choice wisely. Perhaps you too can join the league of great Greek thinkers.
The Matrix: Your activities will come from the matrix attached. Read carefully below. Your status depends on it. Rule 1. You must complete all the shaded activities. Rule 2. You must complete another 4 activities. They must not be in the same column or row. This does not include the shaded activities. Rule 3. Choose a partner and complete another activity that neither your of you have completed.The Rubric: Your activities will be assessed using the Rubric attached. Read it carefully before you complete the activities. Make sure you know what you are expected to do and how many points you will receive each task. Your aim is to become a Greek God
Word Logic & Maths
Space & Vision
Body Music People Self
Remembering
List ten key ideas that were important
to the Ancient Greeks.
Create an accurate itinerary of the daily life of a
Spartan solider
Chart the journey of Alexandra the
Great graphically.
Act out a battle between
competing Ancient Greek City-states.
Find an appropriate song or piece of
music to accompany a series of images
that recount an important event in
Ancient Greece
With a partner, prepare a short
talk about a famous Ancient
Greek
In your journal,
explain what you found
most interesting
about Ancient Greece.
Understanding
Describe a famous battle
in Ancient Greeceand its outcome
Create a timeline of significant
events in Ancient Greece
Tell the story of a key event in
Ancient Greece in cartoon form
Build an A4 size model of an
important Ancient Greek building or
monument. Explain its
construction and importance.
Write and perform and song that celebrates or
laments an episode in Ancient Greek
mythology.
Describe the behaviours you would expect to
see from a typical boy and a typical
girl in Ancient Greek society
Describe how you prepare
to be a Spartan Soldier.
Applying
Create a test about Ancient Greece in the style of Who Wants to be A Millionaire
Calculate the provisions required to feed and shelter
a battalion of soldiers in the
Trojan War
Create a poster to promote the
values of an Ancient-Greek
City state
Teach a gymnastic or athletic skill performed by
Ancient Greeks to your friends
Record an audio retelling of a famous story from Ancient
Greece using sound effects
Participate in a debate about the different attitudes to the education of boys and girls in
Sparta
Explain your personal
beliefs about the value of
war for solving
conflict in Ancient Greece
Analysing
Explain why Ancient Greek City-States
struggled to defend themselves from outside forces.
Explain and chart alternative routes and methods of
travel from Sparta to Athens
Use a Venn diagram to
compare Ancient Greece with
Ancient Egypt.
Perform a role play of a famous
Ancient Greek scientist or philosopher
relating news of a discovery
Which event from Ancient Greek history
would be best accompanied by
dramatic music and why?
Instruct a class on the skills required to be successful
Greek Soldier
Compare and contrast the experiences of teenage boys and girls in Ancient Greece
Evaluating
List 5 assets that were essential to
maintaining harmony between Greek City-States
Chart similarities and differences
between Ancient Greece and
modern Australia using a graphic
organiser
Use a series ofPhotos or
Photostory to explain the rise
and fall of Ancient Greece
Evaluate the benefits of the
Olympic Games to Ancient Greece
Explain how effective a Greek
amphitheatre was in carrying sound to the
audience
As a group, determine the
legacy of Ancient Greece
Explain how you would feel if you
were part of a defeated
Army in Ancient Greece
Creating
Write a poem, story, newspaper article,
describing an uplifting or tragic moment in
Ancient Greece
Create a poster explaining the mathematical theories of an Ancient Greek Mathematician
considering their relevance to modern
life
Accurately draw and label the parts
of a Greek Ship, such as a Trireme,
explaining the purpose of the
boat’s design and its success in
battle.
Dress up as an Ancient Greek and
take your class on a virtual tour of your
City-State or lecture your class in the
style of an Ancient Greek Philosopher
Write a song celebrating the
achievement of a specific City State
Facilitate a class debate on an
important issue in Ancient Greece such
as slavery.
Which type of Ancient Greek citizen do you most resemble (e.g.. soldier,
scientist, philosopher) and why?
Each task is scored out of a possible 40 points. God or Goddess (4) Olympian (3) Citizen (2) Spectator (1)
Engagement with the topic
Uses class time wisely while working toward personal best, puts in extra effort, and uses outside time if necessary.
Uses class time wisely while working toward personal best.
Is sometimes off task and is willing to settle for less than personal best.
Is repeatedly off task and is willing to settle for less than personal best.
Spelling, punctuation & grammar
The text is clearly written with little or no errors to detract from content.
The text is clearly written but a few spelling and/or grammar errors are noticeable.
Spelling and grammar errors detract, but content is understandable.
Many errors in spelling, grammar, sentence structure affect content & major revision is needed.
ExplanationsThe explanations were interesting, engaging and provided clear reasoning for your choice of dinner guests.
The explanations provided clear reasoning for your choice of dinner guests.
The explanations provided some reasoning for your choice of dinner guests.
The explanations failed to express reasons for your choice of dinner guests.
Researching of content (Double Points)
Used encyclopaedias, relevant websites and DVD’s to accurately represent the appropriate content. Sources are correctly referenced.
Used encyclopaedias, relevant websites and DVD’s to represent the appropriate content with some degree of relevancy. Sources are mostly referenced.
Used encyclopaedias, websites and DVD’s to represent the appropriate content with some irrelevancy.
Used encyclopaedias, websites and DVD’s to represent the content although content is often irrelevant.
Understandings(Double Points)
Shows complete understanding of the concepts required to complete the task.
Shows substantial understanding of the concepts required to complete the task.
Shows some understanding of the concepts required to complete the task.
Shows very limited understanding of the concepts required to complete the task.
Presentation – design & layout features, links & transitions
Makes excellent use of fonts, colour, graphics, effects, links, transitions, etc. to enhance the presentation.
Makes good use of fonts, colour, graphics, effects, links, transitions, etc. to enhance to presentation.
Uses fonts, colour, graphics, effects, links, transitions, etc. but occasionally these detract from the presentation content.
Uses fonts, colour, graphics, effects, links, transitions, etc. but these often distract from the presentation content.
Originality & creativity Product shows a large amount of original thought. Ideas are creative and inventive.
Product shows some original thought. Work shows new ideas and insights.
Product shows little original thought. Work displays few new ideas and insights.
Product lacks evidence of original thought. Work displays no new ideas or insights.
Work requirements All requirements are met and exceeded. All requirements are met. One requirement was not completely met.
More than one requirement was not completely met.
The DefinitionsGreek God (35-40) One of the twelve immortals who dwelt in the magnificent palace on the heights of Mount Olympus.
Olympian (29-34) A mortal Olympian is an elite athlete who is a competitor in the Olympic Games.
Citizen (22-28) Citizenship was hereditary and could not be passed on to someone outside the citizen family. The citizens were an elite group of people – slaves, peasants, women and resident aliens were not part of the body of citizens.
Spectator (below 22) Most spectators had to find somewhere to pitch their tents or sleep rough. It would have been very hot and overcrowded, and the water supply was poor.
Ancient Greece Internet Resourceshttp://www.desy.de/gna/interpedia/greek_myth/olympian.html#Zeus
http://www.in2greece.com/english/historymyth/mythology/names/paris.htm
http://www.bbc.co.uk/schools/ancientgreece/
http://www.stanford.edu/~plomio/history.html
http://www.abc.net.au/arts/wingedsandals/history1.htm
http://www.crystalinks.com/greekgods.html
http://www.historyguide.org/ancient/lecture6b.html
http://www.mythweb.com/
Student Work Samples (to be included)
The Hobbit Project
DMG Draft 1
This project on The Hobbit aims to give you choice over what you study and how you do it. We believe that you will put in more effort when you choose your own areas of study and assessment tasks. From this effort we hope to see assessment tasks completed with real quality. Don’t let yourself down!
The Task: Choose two assessment tasks to complete from the assessment GridIt’s crucial that your work demonstrates significant understanding of the novel. For example, if you chose to draw a picture, you would need to explain why your picture was significant. You could do this either in writing or through an oral. If in doubt – check with your teacher!
Don’t forget to check out what you will be assessed on before your begin your project (rubric). Extra marks will be given to innovative projects. If you make a short film why not try to upload it on Youtube? Just remember to connect your work to the novel and we wont argue! Check with your teacher if you are unsure.
Outline the key narrative events in the story using the terms you have learnt
Map Bilbo’s journey throughout the novel
Act out a scene from the novel in precise detail
Find a piece of music to accompany a series of images that recount an important scene in the novel
Create a significant BLOG or Web page about the novel
In your journal, explain what you found most interesting about the novel
Storyboard the plot or create a cartoon
Create a timeline of events from the novel in an eye catching way
Retell a key scene from another characters’ point of view
Build an A4 size model of a scene from the Hobbit and explain its importance to the novel
Describe the characters in detail in a format of your own choice
Develop an essay question with your teacher and write your own response to the novel
Create a quiz on the novel in the style of Who Wants to be A Millionaire
Create a diorama, poster or artwork of an important scene
Compile a list of new words that you discover in the text
Create a book or audio book for young children
Explain your personal beliefs about the power of monsters, heroes or fantasy in our culture
Survey people about their beliefs about myths, legends and monsters
Explain why Tolkien’s novel has appealed to so many generations.
Use a Venn diagram to compare fictional heroes such as Bilbo with real heroes
Compare and contrast this story with another from the fantasy genre
Create a virtual tour of Smaug’s cave or another important location in the novel
Draw and label characters from the novel In consultation with your
teacher, develop your own task
Create a movie trailer for the Hobbit.
Create a video game detailing Bilbo’s journey that is attentive to the quest narrative structure
Rewrite a part of the novel that interests you from any character’s perspective
Dress up as a character from the book and explain a scene from your perspective
Write a song based on the story line
Facilitate a class debate on an important issue in the novel.
Assessment Tasks
Hobbit Project RubricHIGH (3) INTERMEDIATE(2) BEGINNER (1)
Content The task demonstrates a thorough knowledge of the one of the following: a quest narrative, character stereotypes, themes and issues, the evocation of setting; content relevant to the stories or social context.
The task demonstrates a good understanding of the genre including a competent knowledge of one of the following: a quest narrative, character stereotypes, themes and issues, the evocation of setting; content relevant to the stories or social context.
The task demonstrates some knowledge of a quest narrative, character stereotypes, themes and issues, the evocation of setting; content relevant to the stories or social context.
Relevance Task demonstrates complete relevance to the stories studied. The student has demonstrated a strong ability to link content to the novel.
The task is relevant to the stories studied. A link is established between he project and stories but requires further development.
Task shows little or no relevance to the stories studied. No link is established between project and stories.
Effort Student has worked hard and consistently, used home and class time. Cannot ask more of the student.
Work shows good effort and appropriate use of class and home time. Student could dig a little deeper. Personal best not fully achieved.
Student has not used class or home time efficiently. Needs to see the connection between effort and success. Personal best not achieved.
Presentation Work is thoughtfully presented, proofread, polished and clearly named
. Work is well presented with few errors.
Work is poorly presented with many errors
Name: Score: Printable Rubric in Word
Student Work Samples•Hobbit Movie Trailer
•http://www.youtube.com/watch?v=L0aELnHzY1A
•Bilbo Baggins character study on MySpace, http://profile.myspace.com/index.cfm?fuseaction=user.viewprofile&friendid=405215417•Game Show•Character Study•Online Quiz: http://www.thehobbit-mythsandlegendssurvey.speedsurvey.com/
Created by Edward Catchpole – http://wwtbam4.tripod.com
Daniel J. Cookson
THE HOBBIT CHARACTERS
Gandalf Bilbo Dwarves Beorn Gollum Smaug
Gandalf, also known as ‘Gandalf the Grey’, is known more for his part in the Lord of the Rings trilogy, however he was still an important character in The Hobbit. Gandalf is a friend of Bilbo Baggins’ mother and he initiated the adventure by rounding up the dwarves and Bilbo. Gandalf is a courageous wizard, full of wisdom and leadership, and has many useful contacts. Without these contacts, the dwarves and Bilbo would not have succeeded on their quest.Gandalf the Grey seems like the kind of person that always gives you confidence about yourself and whenever you’re around him you can feel safe. He seems like a very gentle wizard, but can become aggressive when necessary. Without Gandalf, this adventure could not have happened and he was fantastic in the way he helped the dwarves and Bilbo.
Bilbo Baggins is a Hobbit (Hobbits are small and friendly people that are fantastic at sneaking around). Bilbo is the type of person that tends to steer clear of adventure, but soon finds himself the main character in this quest for gold.Bilbo starts the story as a very simple type of character but slowly grows into a strong leader that the other dwarves can look up to as a role model.Finding the ring in a tunnel under the mountains was a huge moment in the story. Bilbo had found this ring, and now had the ability to make himself invisible. This played a massive part in getting Bilbo and the dwarves to Smaug’s cave which was their destination.Although Bilbo seemed reasonably shy and a little boring at the start of the story, he grew into a brave little warrior that put his life in danger on numerous occasions. The dwarves admired this greatly and they formed a great team.
Thorin Oakenshield – The leader of the dwarves
Dori Nori Ori Play the flute, however don’t do anything distinct during the story.
Balin Dwalin Brothers that accompany Bilbo on the journey
Fili Kili Youngest of the dwarves and are the ones who accidentally chose the Goblin’s cave as suitable lodging for one of the nights.
Oin Gloin Play the flute, however don’t do anything distinct during the story.
Bifur Bofur Bombur These 3 dwarves are often mentioned together. Bombur stands out as fat and heavy and suffered a narcoleptic delusion for part of the story.
Beorn, half-man and half-bear, is a fearsome protector who helps the dwarves and Bilbo on their journey. Gandalf knows of Beorn and guides the group to his home. He tells their story of having to fight off the Goblins and through some clever thinking from Gandalf, gets him to listen.Beorn provides food and shelter for Bilbo, the dwarves and Gandalf and protects them from the wolves. He gives them some handy supplies which help them arrive at Mirkwood.Beorn would be a handy person to know, as he is quite a fearsome fellow who could scare off just about anyone. He seems like an interesting character who lives an interesting life, but it sounds very enjoyable.
Gollum is a creature that Bilbo encounters in the caverns of the Goblins. Gollum has lost his ‘birthday present’ which is in fact the ring that Bilbo had found and put in his pocket. The ring had the incredible ability to make anyone who put it on their finger, to turn invisible. Gollum plays a minor role in The Hobbit, by playing a game of riddles with Bilbo and causing havoc for him whilst trying to get through the mountains. Gollum reappears in the Lord of the Rings trilogy.I think that Gollum would be a very frightening creature to meet. He seems psychotic although reasonably intelligent at times.
Smaug the dragon, is the villain or ‘evil one’ in the Hobbit. Smaug has terrorized several towns and within his mountain, guards a massive horde of treasure. Part of this treasure belongs to the dwarves, which is why the journey began in the first place, to claim back their treasure. Smaug dies at the end of the story, due to an arrow piercing his unshielded breast.Smaug seems like an intimidating beast that will do anything to protect his treasure. It would take an extremely brave person to try and steal the treasure, which shows what a brave effort it was from Bilbo Baggins.