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Cisco CCNP – 350-401: Implementing Cisco Enterprise Network Core...

Course Description

8.10 Hours

47 Videos

Anthony Sequeira will provide students with the knowledge necessary to pass the Cisco 350-401 ENCOR certification exam. The course will teach students about implementing Cisco Enterprise network core technologies and is intended for those interested in learning advanced Enterprise technologies using Cisco Systems equipment.

The ultimate goal is to obtain the CCNP Enterprise certification, but students will also obtain valuable on-the-job IT skills. Once you pass the ENCOR exam, you will then be qualified to sit for the CCIE Enterprise practical lab exam.

Topics covered in this Cisco IT training course:

  • Common architecture designs including high availability, WLANs, on-premise versus Cloud, QoS, SD-Access, SD-WAN, and hardware architectures
  • Virtualization technologies including device, data path, and network virtualization
  • Infrastructure topics including Layer 2, Layer 3, Wireless, and IP services
  • Network assurance technologies such as NetFlow, syslog, SNMP, DNA Center, and more
  • Security technologies such as device access control. infrastructure security features, REST API, wireless security, and modern components for security
  • Automation in the Enterprise network including Python, JSON, DNA Center, and more

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Course Syllabus

Module 1: Architecture

  • 1.1 About Your Instructor
  • 1.2 Course Introduction
  • 1.3 Welcome to the Architecture Domain
  • 1.4 Classic 3 and 2 Tier Models
  • 1.5 2 Tier Spine Leaf
  • 1.6 Fabric Capacity Planning
  • 1.7 High Availability
  • 1.8 Designing a WLAN Deployment
  • 1.9 Cloud vs On-Prem
  • 1.10 The Cisco SD-WAN
  • 1.11 Cisco SD-Access
  • 1.12 QoS
  • 1.13 Hardware vs Software Switching

Module 2: Virtualization

  • 2.1 Welcome to the Virtualization Domain
  • 2.2 Device Virtualization Technologies
  • 2.3 Data Path Virtualization
  • 2.4 Network Virtualization Concepts

Module 3: Infrastructure

  • 3.1 Welcome to the Infrastructure Domain
  • 3.2 Trunking – VTP – EtherChannel
  • 3.3 RSTP and MST
  • 3.4 EIGRP vs OSPF
  • 3.4 OSPF
  • 3.5 eBGP
  • 3.6 eBGP Part 2
  • 3.7 WLANs
  • 3.8 NTP NAT PAT
  • 3.10 Multicast

Module 4: Network Assurance

  • 4.1 Welcome to the Network Assurance Module
  • 4.2 Diagnose Network Issues
  • 4.3 NetFlow
  • 4.4 SPAN
  • 4.5 IP SLA
  • 4.6 DNA Center

Module 5: Security

  • 5.1 Welcome to the Security Module
  • 5.2 Device Access Control
  • 5.3 ACLs and CoPP
  • 5.4 Wireless Security
  • 5.5 Components in Security Design

Module 6: Automation

  • 6.1 Welcome to the Automation Module
  • 6.2 Python
  • 6.3 JSON
  • 6.4 YANG
  • 6.6 APIs
  • 6.7 EEM
  • 6.8 Orchestration Tools

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You Will Get Certification After Completetion This Course.

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How does online education work on a day-to-day basis?
Instructional methods, course requirements, and learning technologies can vary significantly from one online program to the next, but the vast bulk of them use a learning management system (LMS) to deliver lectures and materials, monitor student progress, assess comprehension, and accept student work. LMS providers design these platforms to accommodate a multitude of instructor needs and preferences.
Is online education as effective as face-to-face instruction?
Online education may seem relatively new, but years of research suggests it can be just as effective as traditional coursework, and often more so. According to a U.S. Department of Education analysis of more than 1,000 learning studies, online students tend to outperform classroom-based students across most disciplines and demographics. Another major review published the same year found that online students had the advantage 70 percent of the time, a gap authors projected would only widen as programs and technologies evolve.
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The concern that online students cheat more than traditional students is perhaps misplaced. When researchers at Marshall University conducted a study to measure the prevalence of cheating in online and classroom-based courses, they concluded, “Somewhat surprisingly, the results showed higher rates of academic dishonesty in live courses.” The authors suggest the social familiarity of students in a classroom setting may lessen their sense of moral obligation.
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