CCNA 3: Enterprise Networking, Security and Automation
Course Description:
Large enterprises depend heavily on the smooth operation of their network infrastructures. This final course in the CCNA series describes the architectures and considerations related to designing, securing, operating, and troubleshooting enterprise networks. It covers wide area network (WAN) technologies and quality of service (QoS) mechanisms used for secure remote access along with the introduction of software-defined networking, virtualization, and automation concepts that support the digitalization of networks. This course is offered in partnership with Pinckney Cyber Training Institute.
Course Details:
Course Title (District): |
CCNA 3: Enterprise Networking, Security and Automation |
Course Title (NCES SCED) : |
Router Basics |
Course Provider : |
Michigan Virtual |
Content Provided By : |
Pinckney Cyber Training Institute |
Online Instructor Provided By : |
Pinckney Cyber Training Institute |
Standards Addressed : |
Michigan Center for Career and Technical Education |
Alignment Document : |
https://docs.google.com/document/d/18WyLpfqVwEbPlTYm7zucVyEhisGDPe4OKBfT2Y94k5U/edit?usp=sharing |
Academic Terms : |
Accelerated, Semester, Trimester |
NCES SCED Code : |
Subject Area : |
Computer and Information Sciences |
Course Identifier : |
Router Basics |
Course Level : |
High School (Secondary) |
Available Credit : |
0.5 |
Sequence : |
3 of 3 |
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How To Enroll:
Students and Parents: It is important to work closely with your local school counselor or
registrar to follow the school's enrollment procedures. By clicking the "Start Registration
Request" button below, you will be able to notify the school of your interest in registering for
the online course. However, it is the responsibility of the district or school to review the
registration request and approve or deny the request. Please make a note to follow up with
your school after submitting a registration request.
Start Registration Request
Additional Course Information:
- Email: [email protected]
- Phone: (888) 889-2840
Additional Cost Description:
None
Upon completion of this course, students will be able to...
- Configure single-area OSPFv2 in both point-to-point and multiaccess networks.
- Explain how to mitigate threats and enhance network security using access control lists and security best practices.
- Implement standard IPv4 ACLs to filter traffic and secure administrative access.
- Configure NAT services on the edge router to provide IPv4 address scalability.
- Explain techniques to provide address scalability and secure remote access for WANs.
- Explain how to optimize, monitor, and troubleshoot scalable network architectures.
- Explain how networking devices implement QoS.
- Implement protocols to manage the network.
- Explain how technologies such as virtualization, software defined networking, and automation affect evolving networks.
NSQ National Standards for Quality Online Courses
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A1. A course overview and syllabus are included in the online course |
Pilot: Review Pending
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A2. Minimum computer skills and digital literacy skills expected of the learner are clearly stated.* |
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A3. The instructor’s biographical information and information on how to communicate with the instructor are provided to learners and other stakeholders. |
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A4. Learner expectations and policies are clearly stated and readily accessible within the introductory material of the course. |
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A5. Minimum technology requirements for the course are clearly stated, and information on how to obtain the technologies is provided.* |
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A6. Grading policies and practices are clearly defined in accordance with course content learning expectations. |
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A7. The online course provides a clear description or link to the technical support offered and how to obtain it.* |
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A8. Learners are offered an orientation prior to the start of the online course. |
Pilot: Review Pending
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B1. The online course objectives or competencies are measurable and clearly state what the learner will be able to demonstrate as a result of successfully completing the course.* |
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B2. The online course expectations are consistent with course-level objectives or competencies, are representative of the structure of the course, and are clearly stated. |
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B3. The online course content is aligned with accepted state and/or other accepted content standards, where applicable.* |
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B4. Digital literacy and communication skills are incorporated and taught as an integral part of the curriculum.* |
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B5. Supplemental learning resources and related instructional materials are available to support and enrich learning and are aligned to the specific content being delivered.* |
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B6. The online course content and supporting materials reflect a culturally diverse perspective that is free of bias.* |
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B7. The online course materials (e.g., textbooks, primary source documents, OER) that support course content standards are accurate and current. |
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B8. The online course is free of adult content and avoids unnecessary advertisements.* |
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B9. Copyright and licensing status for any third-party content is appropriately cited and easily found. |
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B10. Documentation and other support materials are available to support effective online course facilitation.* |
Pilot: Review Pending
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C1. The online course design includes activities that guide learners toward promoting ownership of their learning and self-monitoring.
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C2. The online course’s content and learning activities promote the achievement of the stated learning objectives or competencies. |
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C3. The online course is organized by units and lessons that fall into a logical sequence. |
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C4. The online course content is appropriate to the reading level of the intended learners.* |
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C5. The online course design includes introductory assignments or activities to engage learners within the first week of the course. |
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C6. The online course provides learners with multiple learning paths as appropriate, based on learner needs, that engage learners in a variety of ways. |
Pilot: Review Pending
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C7. The online course provides regular opportunities for learner-learner interaction. |
Pilot: Review Pending
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C8. The online course design provides opportunities for learner-instructor interaction, including opportunities for regular feedback about learner progress.* |
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C9. Online course instructional materials and resources present content in an effective, engaging, and appropriate manner.* |
Pilot: Review Pending
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D1. Learner assessments are linked to stated course, unit, or lesson-level objectives or competencies. |
Pilot: Review Pending
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D2. Valid course assessments measure learner progress toward mastery of content. |
Pilot: Review Pending
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D3. Assessment practices provide routine and varied opportunities for self-monitoring and reflection of learning.* |
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D4. Assessment materials provide the learner with the flexibility to demonstrate mastery in a variety of ways.* |
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D5. Rubrics that clearly define expectations for varied levels of proficiency are created and shared with learners.* |
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E1. Online course navigation is logical, consistent, and efficient from the learner’s point of view.* |
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E2. The online course design facilitates readability.* |
Pilot: Review Pending
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E3. The online course provides accessible course materials and activities to meet the needs of diverse learners.* |
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E4. Course multimedia facilitate ease of use.* |
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E5. Vendor accessibility statements are provided for all technologies required in the course.* |
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F1. Educational tools ensure learner privacy and maintain confidentiality of learner information in accordance with local, state, and national laws for learner data. |
Pilot: Review Pending
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F2. The online course tools support the learning objectives or competencies.* |
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F3. The online course provides options for the instructor to adapt learning activities to accommodate learners’ needs and preferences.* |
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F4. The course allows instructors to control the release of content.* |
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F5. The course provides the necessary technical functionality to score and record assessments and calculate earned course points or grades.* |
Pilot: Review Pending
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Rating
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G1. The online course uses multiple methods and sources of input for assessing course effectiveness. |
Pilot: Review Pending
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G2. The online course is reviewed to ensure that the course is current. |
Pilot: Review Pending
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G3. The online course is updated on a continuous improvement cycle for effectiveness based on the findings from ongoing reviews. |
Pilot: Review Pending
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Review Conducted By: Quality Matters
Date of Review:
01/04/2022
Module 1: Single Area OSPFv2 Concepts
Module 2: Single Area OSPFv2 Configuration
Module 3: Network Security Concepts
Module 4: ACL Concepts
Module 5: ACLs for IPv4 Configuration
Module 6: NAT for IPv4
Module 7: WLAN Concepts
Module 8: VPN and IPsec Concepts
Module 9: QoS Concepts
Module 10: Network Management
Module 11: Network Design
Module 12: Network Troubleshooting
Module 13: Network Virtualization
Module 14: Network Automation
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Students can use email or the private message system within the Student Learning Portal to access highly qualified teachers when they need instructor assistance. Students will also receive feedback on their work inside the learning management system. The Instructor Info area of their course may describe additional communication options.
- A computer with either Windows (7 or later), Linux, Macintosh Operating System, or Chromebook. Chromebook users will need to contact their instructor to request installation of a virtual machine.
- Reliable Internet Access;
- Ability to download and install Packet Tracer, a stand-alone program that is required for all Cisco NetAcademy Courses;
- Ability to download/upload PDF files as well as Packet Tracer files (.pka);
- A PDF reader to complete assignments (Recommend: Adobe Reader); Note: All Reading Guides/Labs are fillable PDF files.
- Up to date Chrome and/or Firefox Web Browser to access the curriculum;
- Java (JRE) to access Packet Tracer testing environment;
- Students also require access to YouTube.
Please review the Michigan Virtual Technology Requirements: https://michiganvirtual.org/about/support/knowledge-base/technical-requirements/