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Cisco Networking Academy Program : first-year companion guide
No full textxxxii, 991 p. : ill. ; 30 cm
Cisco Networking Academy Program : CCNA 1 and 2 companion guide
No full textxxxiii, 470 p. : ill. ; 21x30 cm
Cisco Networking Academy Program : CCNA 3 and 4 companion guide
No full textxl, 362 p. : ill. ; 30 cm
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Large scale delivery of Cisco Networking Academy Program by blended distance learning
Get PDFThis paper reports upon the success that The Open University of the United Kingdom (UKOU) has had in delivering the Cisco Exploration Curriculum, as an undergraduate course (T216), using a Blended Distance Learning Model (BDL). It discusses the importance of Supported Open Learning as a method of supporting students, and the key role of simulators, remote access tools and day schools. It is argued that a constructivist learning approach was taken when designing T216, which is demonstrated by this BDL model. BDL has proven to be an excellent way of delivering Cisco courses to adult learners, as supported by student feedback and attainment. BDL offers the Cisco Networking Academy program an opportunity to extend reach in both existing and new markets
Assessing the Effectiveness of the Cisco Networking Academy Program in Developing Countries
No full textPart 1: Information Security EducationInternational audienceEnsuring students are equipped with the necessary skillsets for the workplace has become a priority for Higher Education Institutions (HEIs). This is especially true in the ever changing field of network security. Competency frameworks can contribute towards the creation of relevant curricula. Various approaches to delivering such education exist. Blended learning, one of the most popular approaches, has shown promising results yet there are still many factors that plague the successful adoption and implementation of e-learning programs at HEIs. This paper investigates how the Cisco Networking Academy Program (CNAP) has integrated blended learning effectively to prepare graduates for network security positions while adhering to global competency standard needs
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