Evaluating the Cisco Networking Academy Program’s Instructional Model against Bloom’s Taxonomy for the Purpose of Information Security Education for Organizational End-Users

Abstract

Organizational end-user information security end-user education is becoming increasingly more important in the current information society. Without the active cooperation of knowledgeable employees, organizations cannot effectively protect their valuable information resources. Most current information security educational programs lack a theoretical basis. This paper briefly examines the use of Bloom's learning taxonomy to help address this lack of theoretical basis. The paper further investigates the applicability of the Cisco Networking Academy Program's (CNAP) instructional model for the delivery of end-user information security instructional content, planned with the assistance of Bloom's taxonomy.

Characterization of the impact on the society of the local cisco networking academy of ITSA in Barranquilla

“…The results of the study helped to develop factors that described the sustainability of corporate-sponsored ICT curricula in Montana high schools. Similar work was produced in which authors further investigate the applicability of the Cisco Networking Academy Program's instructional model for the delivery of end-user information security instructional content, planned with the assistance of Bloom's taxonomy [14]. The results of the inclusion of the Cisco Networking Academy in their training programs in Slovakia, which were positive [15].…”

Assessing the Effectiveness of the Cisco Networking Academy Program in Developing Countries

“…The Cisco Networking Academy Program (CNAP) is a global competency-centered, on-line educational program, delivered through a Blended Learning approach. The program seeks to educate and train students, so they can design, troubleshoot and secure communication networks [5]. The CNAP program's curriculum is industry competencecentered and is congruent with industry certifications [18].…”

“…The CNAP has seen an increase in the participation of developing countries, which have been consistently higher than their more developed counter parts [19]. CNAP constitutes the core curricula for communication network [5,45], this includes network security. In South Africa over 60 HEIs use CNAP as part of their curriculum [48].…”

“…Verbs can be correlated with specific learning activities at specific levels of the cognitive domain to describe the type of learning objectives needed. Van Niekerk and Thomson [5] illustrate how activities currently in the CNAP curricula can be expressed using Bloom's Taxonomy, as depicted in Table 1. The CNAP learning model's cognitive complexity can be expressed not just theoretically, but also from a practical hands-on frame of reference.…”

“…These competencies are based on industry standards and can be learned and assessed through competency-centered learning programs. One of the most widely accepted and administered competencycentered learning program at HEI is the Cisco Networking Academy Program (CNAP) [5]. The CNAP encompasses communication networks as a whole, as it seeks to prepare graduates for competency intense job positions and for industry certifications [6].…”