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The currency of Networking Academy

“Money makes the world go round” seems to not work for an increasing number of organization. As a non-profit organization or CSR department of a company it is just not that simple any more.

What is the “currency” of a non-profit that allows you to prove the value of your service or product to the stakeholders funding what you offer?


The term describing such a context used in business theory is indirect profitability.
Who ever the partners are: the people behind
:: funding,
:: producing and delivering,
:: benefiting
are not the same.

Our Cisco Networking Academy program is an almost 18 year old educational program based on the pillar of partnership.

How do we make sure that what we supply is of value for you?

The funders defined the currency of Cisco Networking Academy by the number of

  • enrolled students
  • assessments taken (validation of above).

Assessments are embedded learning activities that are interspersed throughout the course, they are designed as learning tools to encourage students’ knowledge discovery and their use verifies the interaction of learners with our resources. Each item and activity aligns to a specific course competency and is built with the curriculum in collaboration with instructors from the global Networking Academy community.

What we monitor?

We monitor volume and types of assessment used, we analyze pass rates for each assessment item (and correct the statistics to filter out the ones that already have the answers) to identify areas challenging to students,
we want to know how you and your students use the tools we provide … with the goal to make sure that what we supply is what you need.

Why do we monitor?

NetAcad uses assessment data to make improvements at the student, classroom and academy level.

The use of assessments or the absence of use is a statement for us we want to understand and react to.

How we measure the (positive) impact of our actions is a topic that is not defined to this context. It has become a challenge in several levels of society and economy. I personally believe that learning about the effectiveness of the systems used to govern our societies and economies can only happen through more transparency about their real impact. It all starts with making all effects visible.

How do you use Networking Academy resources?
Are you enrolling your students?
How do you use assessments in your learning context?

Are you open for a discussion?

Contact me any time …



Webinar Series: Let’s Talk Assessments
Dates for the Lets Talk Assessments Webinar Series
Self-enrol for the series right here

An example of Using aessements for learning from Switzerland

Activation of Assessments on NetSpace

All Tutorials about Assessment
Go to the header “Managing Assessments”, it is the 3rd heading and the 3rd paragraph

NEW NetAcad Assessment Resources Spotlight

Are you …

… working in a school being responsible for the technical development and implementation of ICT? Are you providing technical support to teachers, administering the network (and maybe a virtual learning environment), managing devices in the school and addressing security issues?

EUNWe want to learn about your situation in order to understand your training needs and future skills development.

Cisco Networking Academy is teaming up with the European Schoolnet

The ICT advisor role in schools is frequently taken by a teacher interested in ICT and frequently self-taught. In-service training for ICT advisors is not well developed and many ICT advisors do not have time to attend face-to-face courses.

We want to learn about the diverse roles and tasks you have that we will be able to support you in closing the knowledge gaps.


Please forward this survey to colleagues in your network.

The survey is also available in 24 other languages

The survey closes on 23 March 2015

THANK YOU for sharing your thoughts !

A Century-old question: Measuring Learning

The controversy about assessments

Towards the Future
Towards the Future

Lately there are lots of discussions on different levels of society about the lack of skills in IT and other industries requiring a STEM education. Taking part in this discussion will definitely lead you to think about abilities, competences and skills as a result of learning.

Depending your role or standpoint as a

  • parent or student,
  • teacher,
  • administrator for an educational institution,
  • policy maker

you will have different goals and requirements that need to be fulfilled. After a short thinking break, it will become quite clear that measuring learning is a rather complex area.

Everyone of us knows that tests and quizzes are used to measure student learning, in the form of written examinations and increasingly project work. We all experienced this at some point in our lives, as a student and/or teacher. Ultimately assessment leads to a diploma, a degree, a certification or accreditation. All of them open doors for the holder, doors into a community, field of expertise or ecosystem.

Another way of looking at assessments

During my lectures I witness students feeling that their knowledge disappears as soon as it was acquired. To make knowledge visible for the learner, assessments can create the necessary self-awareness. As the first line in a list of “Tips for new teaching staff” from an Australian University reads

—- Assessment should help students to learn —-

a “check your own knowledge” feature in a course rather than a skill assessment would serve the purpose.

daniel_300This is the approach taken by the Daniel Jossen
Cisco Networking Academy Instructor at several academies in Switzerland

“I use assessments and chapter exams in my CCNA courses in the following way: They are an obligatory part of the course and have to be done by students on their own time after class. I do not evaluate them as part of their grade. They can do the assessments as many times as they want. 

I think that the use of the tests as a self assessment tool gives them the control of their learning process which builds their confidence and motivation.

It also allows them to get familiar with the exam format and type of questions used in such kind of standardized  assessments towards a industry certification. It is an additional motivation for the students, if they can pass the final course exam with the  required 75% to receive the student voucher for a Cisco Certification at less cost.”

At this moment in time it seems that we can not yet do without standardized and multiple choice tests. But the rules of education are changing tremendously with all the new forms of learning appearing on the markets, as for examples MOOCs, skills sharing platforms and tandem learning partnerships that replace the teacher function with peer support.

What is your approach?
How do you use the assessments in the Networking Academy courses?

Looking forward to discussing with you …



A school that does not require the person to have a degree or any other kind of school certificate is Ecole 42. The founder Nicolas Sadirac says “that a school should not deliver a diploma but a profession”. [in French]

Education Scotland has a great collection about principles of assessment and the role of Role of ICT in learning

Getting deeper into the question What does Research say about Assessment?

Stanford University Professor Linda Darling-Hammond discusses what the United States can learn from high-achieving countries on teaching, learning, and assessment — from Finland to Singapore.

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