CCNA 3: Enterprise Networking, Security & Automati
Large enterprises depend heavily on the smooth operation of their network infrastructures. This is why networking professionals are vital to every organization and those with networking skills can land a great job and set their sights on a rewarding career! This third course in the 3-course 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.
|Course Title (District):||CCNA 3: Enterprise Networking, Security & Automati|
|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 :||MCCTE|
|Ailgnment Document :||https://drive.google.com/file/d/1lJJqeIEYZa8VfFUg0olRQPwUiwhPRZ6q/view?usp=sharing|
|Academic Terms :||Accelerated, Semester, Trimester|
|NCES SCED Code :||
How To Enroll:
|Enrollment Website :||https://slp.michiganvirtual.org/|
|Email :||[email protected]|
|Phone :||(888) 889-2840|
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.
Additional Course Information:
- Email: [email protected]
- Phone: (888) 889-2840
- Demonstrate how single-area OSPF operates in both point-to-point and broadcast multiaccess networks.
- Implement single-area OSPFv2 in both point-to-point and broadcast multiaccess networks.
- Explain how vulnerabilities, threats, and exploits can be mitigated to enhance network security.
- Explain how ACLs are used as part of a network security policy.
- Implement IPv4 ACLs to filter traffic and secure administrative access.
- Configure NAT services on the edge router to provide IPv4 address scalability.
- Explain how WAN access technologies can be used to satisfy business requirements.
- Explain how VPNs and IPsec secure site-to-site and remote access connectivity.
- Explain how networking devices implement QoS.
- Implement protocols to manage the network.
- Explain the characteristics of scalable network architectures.
- Troubleshoot enterprise networks.
- Explain the purpose and characteristics of network virtualization.
- Explain how network automation is enabled through RESTful APIs and configuration management tools.
- A computer with either Windows (7 or later), Linux, or Macintosh operating system
- 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)
- Up to date Chrome and/or Firefox Web Browser to access the curriculum
- Java (JRE) to access Packet Tracer testing environment
- A PDF reader to complete assignments (Recommend: Adobe Reader); Note: All Reading Guides/Labs are fillable PDF files
- Access to YouTube
Upon completion of this course, students will be able to…
INACOL Online Course Quality Standards
|Academic Content Standards and Assessments||Rating||Comments|
|The goals and objectives clearly state what the participants will know or be able to do at the end of the course. The goals and objectives are measurable in multiple ways.|
|The course content and assignments are aligned with the state’s content standards, Common Core curriculum, or other accepted content standards set for Advanced Placement® courses, technology, computer science, or other courses whose content is not included in the state standards.|
|The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed.|
|Information literacy and communication skills are incorporated and taught as an integral part of the curriculum.|
|Multiple learning resources and materials to increase student success are available to students before the course begins.|
|Course Overview and Introduction||Rating||Comments|
|Clear, complete course overview and syllabus are included in the course.|
|Course requirements are consistent with course goals, are representative of the scope of the course and are clearly stated.|
|Information is provided to students, parents and mentors on how to communicate with the online instructor and course provider.|
|Legal and Acceptable Use Policies||Rating||Comments|
|The course reflects multi-cultural education, and the content is accurate, current and free of bias or advertising.|
|Expectations for academic integrity, use of copyrighted materials, plagiarism and netiquette (Internet etiquette) regarding lesson activities, discussions, and e-mail communications are clearly stated.|
|Privacy policies are clearly stated.|
|Online instructor resources and notes are included.|
|Assessment and assignment answers and explanations are included.||cebsch|
|Instructional and Audience Analysis||Rating||Comments|
|Course design reflects a clear understanding of all students’ needs and incorporates varied ways to learn and master the curriculum.|
|Course, Unit and Lesson Design||Rating||Comments|
|The course is organized by units and lessons that fall into a logical sequence. Each unit and lesson includes an overview describing objectives, activities, assignments, assessments, and resources to provide multiple learning opportunities for students to master the content.|
|Instructional Strategies and Activities||Rating||Comments|
|The course instruction includes activities that engage students in active learning.|
|The course and course instructor provide students with multiple learning paths, based on student needs that engage students in a variety of ways.|
|The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways.|
|The course provides options for the instructor to adapt learning activities to accommodate students’ needs.|
|Readability levels, written language assignments and mathematical requirements are appropriate for the course content and grade-level expectations.|
|Communication and Interaction||Rating||Comments|
|The course design provides opportunities for appropriate instructor-student interaction, including opportunities for timely and frequent feedback about student progress.|
|The course design includes explicit communication/activities (both before and during the first week of the course) that confirms whether students are engaged and are progressing through the course. The instructor will follow program guidelines to address non-responsive students.|
|The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material.|
|Resources and Materials||Rating||Comments|
|Students have access to resources that enrich the course content.||cebsch|
|Student evaluation strategies are consistent with course goals and objectives, are representative of the scope of the course and are clearly stated.|
|The course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content.|
|Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction.|
|Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content.|
|Assessment Resources and Materials||Rating||Comments|
|Assessment materials provide the instructor with the flexibility to assess students in a variety of ways.|
|Grading rubrics are provided to the instructor and may be shared with students.|
|The grading policy and practices are easy to understand.||cebsch|
|The course architecture permits the online instructor to add content, activities and assessments to extend learning opportunities.|
|The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules.|
|Clear and consistent navigation is present throughout the course.|
|Rich media are provided in multiple formats for ease of use and access in order to address diverse student needs.|
|Technology Requirements and Interoperability||Rating||Comments|
|All technology requirements (including hardware, browser, software, etc...) are specified.|
|Prerequisite skills in the use of technology are identified.|
|The course uses content-specific tools and software appropriately.|
|The course is designed to meet internationally recognized interoperability standards.|
|Copyright and licensing status, including permission to share where applicable, is clearly stated and easily found.|
|Course materials and activities are designed to provide appropriate access to all students. The course, developed with universal design principles in mind, conforms to the U.S. Section 504 and Section 508 provisions for electronic and information technology as well as the W3C’s Web Content Accessibility guidelines (WCAg 2.0).|
|Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA).||cebsch|
|Accessing Course Effectiveness||Rating||Comments|
|The course provider uses multiple ways of assessing course effectiveness.|
|The course is evaluated using a continuous improvement cycle for effectiveness and the findings used as a basis for improvement.|
|The course is updated periodically to ensure that the content is current.|
|Course instructors, whether faceto-face or virtual, are certificated and “highly qualified.” The online course teacher possesses a teaching credential from a state-licensing agency and is “highly qualified” as defined under ESEA.|
|Instructor and Student Support||Rating||Comments|
|Professional development about the online course delivery system is offered by the provider to assure effective use of the courseware and various instructional media available.|
|The course provider offers technical support and course management assistance to students, the course instructor, and the school coordinator.|
|Course instructors, whether face-to-face or virtual, have been provided professional development in the behavioral, social, and when necessary, emotional, aspects of the learning environment.|
|Course instructors, whether face-to-face or virtual, receive instructor professional development, which includes the support and use of a variety of communication modes to stimulate student engagement online.|
|The provider assures that course instructors, whether face-to-face or virtual, are provided support, as needed, to ensure their effectiveness and success in meeting the needs of online students.|
|Students are offered an orientation for taking an online course before starting the coursework.||cebsch|
Review Conducted By : Quality Matters
Date of Review : 08/07/2020
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
|Term Type||Enrollment Opens||Enrollment Ends||Random Draw Date||Enrollment Drop Date||Course Starts||Course Ends||# of Seats||Course Fee||Potential Additional Costs|
|Drop Policy||Completion Policy||Term Type||Enrollment Opens||Enrollment Ends|
|The drop date for a full refund by the refund date or 25 consecutive days after the enrollment's start date, which ever date comes soonest.||Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher.||Trimester||04/01/2020||01/04/2021|
|The drop date for a full refund by the refund date or 25 consecutive days after the enrollment's start date, which ever date comes soonest.||Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher.||Semester||04/01/2020||03/29/2021|
|The drop date for a full refund by the refund date or 25 consecutive days after the enrollment's start date, which ever date comes soonest.||Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher.||Trimester||04/01/2020||04/12/2021|
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.
Please review the Michigan Virtual Technology Requirements: https://michiganvirtual.org/about/support/knowledge-base/technical-requirements/