47 Coordinator courses in Glasgow delivered Live Online

The Temporary Works Coordinator course will provide you with knowledge of the role. You will also gain a good understanding of risk management on a temporary works site. Course Objectives: By the end of the course, the delegate will gain knowledge of: The need for a temporary works co-ordinator The day-to-day roles of others involved in the temporary works procedures Risk assessments and method statements Best procedures as stated in BS 5975:2019 Course Content: The content covered by the CITB course includes: Various groups and types of Temporary Works Case studies, procedures and policies of Temporary Works BS5975:2019 CDM Regulations Legislation and relevant Codes of Practice Register for Temporary Works, design requirements and checks Standard solutions and guidance design documents Temporary works Co-ordinator – job role and responsibilities Assessment: To successfully complete the course, you will need to get 72% or above in the final exam. The trainer encourages the delegates to be interactive and involved throughout the training. Certificate: The certificate for this course is valid for 5 years. Instructions Please note all Temporary Works Coordinator courses with the venue “Remote Learning” will be delivered by a tutor over a video call. This training will be delivered and assessed in English language; therefore, a good standard is required to complete the course. Further attendee information will be sent in a separate email, please check your inbox.

What does this course cover? This is an online course for developing history leadership in primary teaching. This term, we will be piloting the course as an immersive programme covering the key elements of primary history subject leadership, enabling all involved in history leadership at primary to carry out their role effectively. How is this course structured and delivered? The course will take place in ten online sessions from January–May 2025. Sessions 1, 8 and 10 are compulsory to attend live. Participants will be required to complete a gap task after each session and contribute to an online reflection diary. The other sessions will be recorded for participants to work through at their convenience, though participants are encouraged to attend the recording sessions live in order to make the most of the programme. All recordings will be made available on the course Moodle page within two working days of the live recording session. Who is this course for? This programme is designed for anyone who is a subject coordinator or subject leader for history in their primary school. You may have just been appointed as a subject leader, or be more experienced but looking for formal training or fresh inspiration and direction. What are the outcome? This course will: equip you fully for the demands of history leadership in primary schools increase your confidence to develop an innovative, inclusive and effective history curriculum in your school develop your understanding of efficient action planning and how to make a wider impact help you to make the case for history with senior leaders enable you to enthuse others and lead staff meetings about history develop your understanding of current issues in primary history education The course will include a chance to share resources and assessment approaches, plus much more What will each session cover? Session 1: Introductory meeting (Live attendance) Wednesday 22 January 2025, 4pm–5.30pm Introduction and aims Reflection activity on the current state of history in your school Key responsibilities of the history subject leader Current Ofsted implications for the subject and what to expect in an inspection How the HA and latest Ofsted material can support you Session 2: What makes an effective history subject leader? (Live and recorded) Monday 27 January 2025, 4pm–5.30pm How to effectively support teachers and learners as a history leader How to create a vision, lead change, and manage time Effective action planning and improvement Auditing your history provision and building your evidence trail Developing an innovative, inclusive and effective history curriculum in your school Disciplinary knowledge: What is history? What do historians do? Suggested gap task: Conducting teacher and/or pupil voice questionnaires. Compulsory gap task: Add to your reflection diary for the programme. If relevant, reflect on how you will use the teacher questionnaire or pupil voice. Session 3: What makes effective teaching of history? (Live and recorded) Wednesday 19 February 2025, 4–5.30pm The role of the teacher Supporting SEND pupils Securing substantive knowledge and concepts across the curriculum How to support colleagues by identifying core knowledge How to involve the whole staff in mapping out and embedding the progression of concepts across the curriculum Suggested gap task: Consider SEND in your curriculum. Compulsory gap task: Add to your reflection diary for the programme reflecting on SEND. Session 4: Curriculum and practice at EYFS (Live and recorded) Tuesday 25 February 2025, 4–5.30pm Unpicking and supporting the requirements of the EYFS curriculum and Development Matters Developing historical and chronological understanding in EYFS as part of Understanding the world Progression and transition from EYFS to Key Stage 1 Ensuring coherence: how to start developing concepts Making use of the local history on your doorstep for EYFS and KS1 Accessing resources and support for EYFS Suggested gap task: Fact finding and liaison. Compulsory gap task: Add to your reflection diary for the programme reflecting on current EYFS practice. Session 5: Curriculum and practice at Key Stage 1 (Live and recorded) Monday 3 March 2025, 4pm–5.30pm Unpicking and supporting the requirements of the National Curriculum for KS1 Progression: building upon transition from EYFS What do KS1 require before KS2? Ensuring coherence: further developing the school’s chosen substantive concepts How to develop disciplinary concepts Developing appropriate chronological understanding in KS1 Enhancing and engaging children’s knowledge and retention through enquiry The use of working walls in KS1 to support learning Accessing resources and support for KS1 Suggested gap task: Check your KS1 curriculum for coverage and progression, building upon what they have learnt in EYFS. Compulsory gap task: Add to your reflection diary for the programme reflecting on KS1 practice in your setting. Session 6: Curriculum and practice at Key Stage 2 (Live and recorded) Tuesday 11 March 2025, 4pm–5.30pm Unpicking and supporting the requirements of the National Curriculum for KS2 How to incorporate local history with progression in KS2 What do we want the children in Year 6 to leave with? Developing appropriate chronological understanding in KS2 Preparing for transition to Key Stage 3 Ensuring coherence: building upon the school’s chosen concepts for progression What the HA can do to support the teaching of KS2 units? Resources and support for KS2 Suggested gap task: Check your KS2 curriculum for coverage and progression, building upon what they have learnt in EYFS and KS1. Compulsory gap task: Add to your reflection diary for the programme reflecting on KS2 practice in your setting. Session 7: Approaching sensitive issues in history (Live and recorded) Tuesday 18 March 2025, 4pm–5.30pm What do we mean by diversity in history and why is it important? How to ensure a wider diversity in your history teaching Barriers to making the curriculum more diverse and how to overcome them Approaches to sensitive issues in history lessons, including: - Refugees and migration history - War - Climate change Suggested gap task: Consider opportunities for increasing diverse voices and raising climate issues in your curriculum. Compulsory gap task: Add to your reflection diary for the programme considering how you might address the sensitive or current issues raised in this session. Session 8: Interim review meeting (Live attendance) Tuesday 25 March 2025, 4pm–5.30pm A review session allowing subject leaders to reflect upon their progress so far Opportunity to respond to suggestions, clarify information, or raise issues from the previous sessions Time to ask questions, share good practice or recommended resources with the rest of the cohort Suggested gap task: Time to follow up on anything raised in this session or to complete any previous tasks, following clarification and inspiration from this session. Compulsory gap task: Add to your reflection diary for the programme, reflecting on your priorities and actions using suggestions from the presenter or other delegates. Session 9: Assessment and evidence (Live and recorded) Wednesday 30 April 2025, 4pm–5.30pm Assessment and expectations A word about writing Triangulating the evidence What to look for in a work scrutiny Suggested gap task: Conduct a work scrutiny on one aspect to check across the school, in conjunction with a focused pupil voice on the same aspect. Compulsory gap task: Add to your reflection diary considering how you will conduct a work scrutiny and what you will focus on – or, if relevant, reflect on what you discovered and how you will address any issues. Session 10: Final meeting (Live attendance) Wednesday 14 May 2025, 4pm–5.30pm Following up any requests arising from the interim meeting (Session 8) Discussion or clarification of any issues arising from previous sessions Discussion of priorities, next steps and any issues Sharing ideas for enthusing others and leading staff meetings: “What worked for me?” Communicating with headteachers, governors, colleagues and parents Are you ready for the HA Quality Mark? Suggested gap task: Identifying your school’s next steps Compulsory gap task: Complete your final piece in your reflection diary.

Duration 3 Days 18 CPD hours This course is intended for CxO?s IT Managers/ Directors Senior Project Officers Project & Program Coordinator/Managers Operations Managers Quality Managers Business Analysts Engineering Managers IT Infrastructure Managers Internal Consultants Professional Consultants Overview Change and the individual Change and the organization Communication and stakeholder engagement Change practice Dealing with change and more importantly, the impact of change is a high priority for all organisations. The Change Management Certification has been developed by APMG in partnership with the Change Management Institute (CMI), an independent, global professional association of change managers. Together they have developed a professional ?body of knowledge? for the discipline of change management. This body of knowledge now provides an independent benchmark for the professional knowledge expected of an effective change manager. APMG?s refreshed Change Management certification is fully aligned with the change management body of knowledge. Prerequisites There is no prerequisite to attending this foundation course, although it is recommended that candidates should have a good understanding of business practices. 1 - Change and the Organization Drivers for change Developing a vision Culture and climate Emergent change and lifecycle Organizational metaphors Models of change Roles required for change 2 - Stakeholders Principles Identification Analysis Influencing and listening Emotion and demonstration Communications Cognitive biases Remaining people focused Improving Communications Communications channels Collaboration Communications Planning Larger workshops 2 - Change Impact Assessing impact McKinsey 7 S Stakeholder impact assessment Assessing change readiness Large change ? how to staff Building a change team Preparing for resistance Building team effectiveness 4 - Individual Change Learning theory Motivation Change Curve Personality differences

Duration 2 Days 12 CPD hours This course is intended for CxO?s IT Managers/ Directors Senior Project Officers Project & Program Coordinator/Managers Operations Managers Quality Managers Business Analysts Engineering Managers IT Infrastructure Managers Internal Consultants Professional Consultants Overview The purpose of the Practitioner certification is to confirm whether the candidate has achieved sufficient know-how to apply and tailor Change Management guidance in a given organizational change situation. A successful Practitioner candidate should, with suitable direction, be able to start applying the Change Management approaches and techniques to a real change initiative - but may not be sufficiently skilled to do this appropriately for all situations. Their individual Change Management expertise, complexity of the change initiative and the support provided for the use of Change Management approaches in their work environment will all be factors that impact what the Practitioner can achieve. Successful candidates will have fulfilled the knowledge requirements for Change Management Institute accreditation. Dealing with change and more importantly, the impact of change is a high priority for all organizations. The Change Management Certification has been developed by APMG in partnership with the Change Management Institute (CMI), an independent, global professional association of change managers. Together they have developed a professional ?body of knowledge? for the discipline of change management. This body of knowledge now provides an independent benchmark for the professional knowledge expected of an effective change manager. APMG?s refreshed Change Management certification is fully aligned with the change management body of knowledge. Prerequisites The change management foundation certificate is required to sit the practitioner level exam. 1 - Change Impact Levers for change Levels of adoptions and critical mass Reinforcing systems 2 - Exam Preparation Change Management Practitioner exam preparation Change Management Practitioner exam

This training gives an opportunity to focus on how to embed effective approaches to meeting emotional needs in schools. We explore a range of ways into meeting emotional needs of pupils across a school. We focus on including pupils with extreme emotional needs. Course Category Meeting emotional needs Description This training gives an opportunity to focus on how to embed relevant ideas and materials in schools. We explore how to make these materials really come to life as we explore a range of ways into meeting emotional needs of pupils across a school. We focus on including pupils with extreme emotional needs. There are lots of opportunities for personal and professional reflection on engagement with challenging pupils as we provide processes to support reflection, visioning and problem solving. Testimonials ‘Thank you so much for the work you did with us yesterday – I have since been in 2 schools today and have spoken to an number of other colleagues who were present – all were totally overwhelmed by the session – they loved it.”NOTTINGHAM SEAL COORDINATOR “I was totally blown away, when I realised how passionate people were about SEAL” “So nice to reflect and realise what a long way we have come” “That was so powerful and motivational”.’ Learning Objectives Shared vision of a school that is truly meeting all social and emotional needs Access to a wider range of practical strategies to impact on meeting emotional and behaviour problems Deeper understanding of how to embed positive Mental Health approaches in a school Opportunity to reflect on professional attitudes and behaviour towards children with emotional challenge Who Is It For? All practitioners who are leading on Mental Health work in schools or on behalf of a Local Authority Full range of agencies committed to meeting social and emotional needs in schools Course Content The training explores the questions: What would a school look like when Mental Health was truly part of everything that was happening, a shared vision? How can we truly embed Mental Health approaches and materials in our school? What can we do to meet complex and challenging emotional needs in schools? Can we learn a process to understand at a deeper level highly complex social and emotional needs? This training will cover: Bringing positive Mental Health approaches to life in schools: creating a shared vision and a set of grounded goals together Circle of Adults process for self-reflection and understanding emotional needs of high profile pupils. We will model and teach how this process links in and strengthens PSHE work in schools. If you liked this try: FRESH APPROACHES TO BEHAVIOUR AND RELATIONSHIPS or: RESTORATIVE INTERVENTIONS

About this Training Course Geomechanical evaluations are about the assessment of deformations and failure in the subsurface due to oil & gas production, geothermal operations, CO2 storage and other operations. All geomechanical evaluations include four types of modelling assumptions, which will be systematically addressed in this training, namely: 1. Geometrical modelling assumption: Impact of structural styles on initial stress and stress redistribution due to operations 2. Formation (or constitutive) behaviour: Linear elastic and non-linear behaviour, associated models and their parameters, and methods how to constrain these using 3. Initial stress: Relation with structural setting and methods to quantify the in-situ stress condition 4. Loading conditions: Changes in pore pressure and temperature on wellbore and field scale This 5 full-day course starts with the determination of the stresses in the earth, the impact of different structural styles, salt bodies, faulting and folding on the orientation of the three main principal stress components. Different (field) data sources will be discussed to constrain their magnitude, while exercises will be made to gain hands-on experience. Subsequently, the concepts of stress and strain will be discussed, linear elasticity, total and effective stress and poro-elasticity in 1D, 2D and 3D, as well as thermal expansion. Participants will be able to construct and interpret a Mohr-circles. Also, different failure mechanisms and associated models (plastic, viscous) will be discussed. All these concepts apply on a material point level. Next, geomechanics on the wellbore scale is addressed, starting with the stress distribution around the wellbore (Kirsch equations). The impact of mudweight on shear and tensile failure (fracturing) will be calculated, and participants will be able to determine the mudweight window stable drilling operations, while considering well deviation and the use of oil-based and water-based muds (pore pressure penetration). Fracturing conditions and fracture propagation will be addressed. Field-scale geomechanics is addressed on the fourth day, focussing on building a 3D geomechanical model that is fit-for-purpose (focussing on the risks that need evaluation). Here, geological interpretation (layering), initial stress and formation property estimation (from petrophysical logs and lab experiments) as well as determining the loading conditions come together. The course is concluded with interpretation of the field-wide geomechanical response to reservoir depletion with special attention to reservoir compaction & subsidence, well failure and fault reactivation & induced seismicity. Special attention is paid to uncertainties and formulating advice that impacts decision-making during development and production stages of a project. This course can also be offered through Virtual Instructor Led Training (VILT) format. Training Objectives Upon completing of this course, the participants will be able to: Identify potential project risks that may need a geomechanical evaluation Construct a pressure-depth plot based on available field data (density logs, (X)LOT, FIT, RFT) Employ log-based correlation function to estimate mechanical properties Produce a simplified, but appropriate geometrical (layered, upscaled) model that honours contrasts in initial stress, formation properties and loading conditions, including Construct and interpret a Mohr-circle for shear and tensile failure Calculate the mud weight that leads to shear and tensile failure (fracturing conditions) Identify potential lab experiments to measure required formation properties Describe the workflow and data to develop a field-wide fit-for-purpose geomechanical model Discuss the qualitative impact of pressure and temperature change on the risk related to compaction, well failure, top-seal integrity and fault reactivation Target Audience This course is intended for Drilling Engineers, Well Engineers, Production Technologists, Completion Engineers, Well Superintendents, Directional Drillers, Wellsite Supervisors and others, who wish to further their understanding of rock mechanics and its application to drilling and completion. There is no specific formal pre-requisite for this course. However, the participants are requested to have been exposed to drilling, completions and production operations in their positions and to have a recommended minimum of 3 years of field experience. Course Level Intermediate Trainer Your expert course leader has over 30 years of experience in the Oil & Gas industry, covering all geomechanical issues in the petroleum industry for Shell. Some of his projects included doing research and providing operational advice in wellbore stability, sand failure prediction, and oil-shale retortion among others. He guided multi-disciplinary teams in compaction & subsidence, top-seal integrity, fault reactivation, induced-seismicity and containment. He was also involved in projects related to Carbon Capture Storage (CCS). He is the founding father of various innovations and assessment tools, and developed new insights into the root causes seismicity induced by Oil & Gas production. Furthermore, he was the regional coordinator for technology deployment in Africa, and Smart Fields (DOFF, iField) design advisor for Shell globally. He was responsible for the Geomechanical competence framework, and associated virtual and classroom training programme in Shell for the last 10 years. He served as one of the Subject Matter Expert (SME) on geomechanics, provided Technical Assurance to many risk assessments, and is a co-author of Shell's global minimun standard on top-seal integry and containment. He has a MSc and PhD in Civil Engineering and computational mechanics from Delft University of Technology, The Netherlands. Training experience: Developed and delivered the following (between 2010 and 2020): The competence framework for the global geomechanical discipline in Shell Online Geomechanical training programs for petroleum engineers (post-doc level) The global minimum standard for top-seal integrity assessment in Shell Over 50 learning nuggets with Subject Matter Experts Various Shell virtual Geomechanical training courses covering all subjects Developed Advanced Geomechanical training program for experienced staff in Shell Coaching of KPC staff on Geomechanics and containment issues on an internship at Shell in The Netherlands, Q4 2014 Lectured at the Utrecht University summer school (The Netherlands, 2020) on induced seismicity among renowned earthquake experts (Prof. Mark Zoback, Prof. Jean-Philippe Avouac, Prof. Jean-Pierre Ampuero and Prof. Torsten Dahm) (https://www.nwo.nl/onderzoeksprogrammas/deepnl/bijeenkomsten/6-10-juli-2020-deepnl-webinar-series-induced-seismicity) Lectured at the Danish Technical University summer school (Copenhagen, 2021) summer school on Carbon Capture and Storage (https://www.oilgas.dtu.dk/english/Events/DHRTC-Summer-School) Virtual Carbon Capture and Storage (CCS): Project Risks & How to Manage Them training course (October and November 2021) POST TRAINING COACHING SUPPORT (OPTIONAL) To further optimise your learning experience from our courses, we also offer individualized 'One to One' coaching support for 2 hours post training. We can help improve your competence in your chosen area of interest, based on your learning needs and available hours. This is a great opportunity to improve your capability and confidence in a particular area of expertise. It will be delivered over a secure video conference call by one of our senior trainers. They will work with you to create a tailor-made coaching program that will help you achieve your goals faster. Request for further information post training support and fees applicable Accreditions And Affliations

Who is this course for? The Diploma in Visual Effects for Film and Television Animation is tailored for individuals aspiring to work in the Visual Effects, TV, Film, and 3D animation industry. Gain essential skills necessary for a successful career in these fields. Click here for more info: Website Duration: 120 hours of 1-on-1 Training. When can I book: 9 am - 4 pm (Choose your preferred day and time once a week). Monday to Saturday: 9 am - 7 pm (Flexible timing with advance booking).  Course Overview for a 120-Hour Diploma Program in Game Design and Development Term 1: Introduction to Game Design and 3D Modeling (40 hours) Module 1: Introduction to Game Design (1 hour) Understanding the game development industry and current trends Exploring game mechanics and fundamental design principles Introduction to the game engines and tools utilized in the program Module 2: 3D Modeling with 3ds Max (25 hours) Familiarization with 3ds Max and its user interface Mastering basic modeling techniques like box modeling and extrusion Advanced modeling skills including subdivision and topology Texturing and shading techniques tailored for game development Module 3: Character Design and Animation (10 hours) Introduction to character design and its developmental process Creating and rigging characters specifically for games Keyframe animation techniques for character movement Term 2: Game Development and Unity 3D (40 hours) Module 4: Unity 3D Basics (20 hours) Navigating Unity 3D and understanding its interface Grasping fundamental game development concepts within Unity Creating game objects, writing scripts, and designing scenes Introduction to scripting using C# Module 5: Advanced Game Development with Unity 3D (10 hours) Constructing game mechanics including UI, scoring, and game states Working with physics and collision systems in Unity Crafting intricate game environments and level designs Module 6: Game Assets with Photoshop (10 hours) Exploring Photoshop tools and features for game asset creation Crafting game elements such as textures, sprites, and icons Optimizing assets for seamless integration into game development Term 3: Advanced Game Design and Portfolio Development (40 hours) Module 7: Advanced Game Design (20 hours) Delving into advanced game design concepts like balancing and difficulty curves Understanding player psychology and methods for engaging audiences Implementing game analytics and user testing for refinement Module 8: Portfolio Development (24 hours) Building a comprehensive portfolio showcasing acquired skills Effective presentation techniques for showcasing work Establishing a professional online presence and networking strategies Final Project: Creating and presenting a collection of best works in collaboration with tutors and fellow students Please note: Any missed sessions or absence without a 48-hour notice will result in session loss and a full class fee charge due to the personalized one-to-one nature of the sessions. Students can request pauses or extended breaks by providing written notice via email. What can you do after this course: Software Proficiency: Master industry-standard design tools for architectural and interior projects. Design Expertise: Develop a deep understanding of design principles and spatial concepts. Visualization Skills: Acquire advanced 2D/3D rendering and virtual reality skills for realistic design representation. Communication and Collaboration: Enhance communication skills and learn to collaborate effectively in design teams. Problem-Solving: Develop creative problem-solving abilities for real-world design challenges. Jobs and Career Opportunities: Architectural Visualizer Interior Designer CAD Technician Virtual Reality Developer 3D Modeler Project Coordinator Freelance Designer Visualization Consultant Students can pursue these roles, applying their expertise in architectural and interior design across various professional opportunities. Course Expectations: Maintain a dedicated notebook to compile your study notes. Schedule makeup sessions for any missed coursework, subject to available time slots. Keep meticulous notes and maintain a design folder to track your progress and nurture creative ideas. Allocate specific time for independent practice and project work. Attain certification from the esteemed professional design team. Post-Course Proficiencies: Upon successful course completion, you will achieve the following: Develop confidence in your software proficiency and a solid grasp of underlying principles. Demonstrate the ability to produce top-tier visuals for architectural and interior design projects. Feel well-prepared to pursue positions, armed with the assurance of your software expertise. Continued Support: We are pleased to offer lifetime, complimentary email and phone support to promptly assist you with any inquiries or challenges that may arise. Software Accessibility: Access to the required software is available through either downloading it from the developer's website or acquiring it at favorable student rates. It is important to note that student software should be exclusively utilized for non-commercial projects. Payment Options: To accommodate your preferences, we provide a range of payment options, including internet bank transfers, credit cards, debit cards, and PayPal. Moreover, we offer installment plans tailored to the needs of our students. Course Type: Certification. Course Level: Basic to Advanced. Time: 09:00 or 4 pm (You can choose your own day and time once a week) (Monday to Friday, 09 am to 7 pm, you can choose anytime by advance booking. Weekends can only be 3 to 4 hrs due to heavy demand on those days). Tutor: Industry Experts. Total Hours: 120 Price for Companies: £3500.00 (With VAT = £4200) For Companies. Price for Students: £3000.00 (With VAT = £3600) For Students.

Improving Communications UK offers an Advanced Presentation Skills course designed to enhance public speaking abilities and improve the use of presentation software. This course provides delegates with the opportunity to refine their skills in a supportive environment. As delegates deliver their presentations, they are coached on key areas such as body language, posture, word choice, confidence, eye contact, volume, and reducing verbal tics and filler words. This comprehensive approach ensures that delegates can effectively engage their audience and convey their message with clarity and confidence. The course also focuses on enhancing content and visual aids, typically using software like PowerPoint. Delegates learn how to: Clearly state their purpose Reduce text on slides Create user-friendly messages Select impactful graphics to support their message By the end of the course, delegates will be able to deliver organised and engaging presentations that motivate audiences, craft streamlined messages, enhance their stage presence, and convince listeners with compelling evidence in speech and visuals. This course is ideal for those seeking to improve their presentation skills and make a lasting impact. The Advanced Presentation Skills course is a 4-hour interactive virtual class for up to six delegates. Upon registration, delegates will receive online login instructions prior to the class date. This format allows for a personal and interactive learning experience from the comfort of one's own home.

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Duration 3 Days 18 CPD hours This course is intended for Experienced system administrators and network administrators Network and security professionals who work with enterprise and data center networks Overview By the end of the course, you should be able to meet the following objectives: Contrast NSX-T Data Center and NSX Data Center for vSphere architectures Understand the networking and security features of NSX-T Data Center Compare end-to-end and lift-and-shift migration approaches Identify common fixed network topologies supported in end-to-end migrations Perform end-to-end migrations for fixed and user-defined topologies Describe other migration modes supported by the migration coordinator Describe lift-and-shift migration techniques Troubleshoot common problems with end-to-end and lift-and-shift migrations Describe the steps to perform a cross-vCenter NSX to NSX Federation migration This three-day, hands-on training course provides you with the skills, techniques, and tools required to successfully migrate your current VMware NSX© Data Center for vSphere© environment to VMware NSX-T? Data Center. You will learn to choose between different migration approaches and how to perform the type of migration that best suits your current environment. In addition, you are presented with common migration problems and resolutions. Course Introduction Introduction and course logistics Course objectives Introduction to NSX-T Data Center Describe the motivation for migrating to NSX-T Data Center Contrast NSX-T Data Center and NSX Data Center for vSphere architectures Describe the logical switching components in NSX-T Data Center Describe the components and functions of NSX-T Data Center logical routing Describe the security features of NSX-T Data Center Explain the implementation of networking services in NSX-T Data Center Migration Approaches Describe the end-to-end migration approach Describe the lift-and-shift migration approach Compare the migration approaches Determine the best migration strategy based on customer requirements Fixed Topologies for Migration Identify the NSX Data Center for vSphere fixed network topologies that can be migrated to NSX-T Data Center without a user-defined topology Explain how network and security objects from the fixed topologies are translated from NSX Data Centerfor vSphere to NSX-T Data Center End-to-End Migration Describe the prerequisites for end-to-end migration Prepare the NSX Data Center for vSphere environment for migration Prepare the NSX-T Data Center environment for migration Migrate the NSX Data Center for vSphere environment with the migration coordinator using a fixed topology Migrate the NSX Data Center for vSphere environment with the migration coordinator using a user-defined topology Perform postmigration tasks Other Migration Modes Describe the steps to migrate NSX Data Center for vSphere when integrated with VMware vRealize Automation Describe the Edge Cutover migration mode Describe the Distributed Firewall migration mode Describe the Distributed Firewall, Host, and Workload migration mode Describe the vSphere Networking migration feature Lift-and-Shift Migration Describe the prerequisites for lift-and-shift migrations Configure L2 bridging in preparation for lift-and-shift migrations Migrate the network and security configuration Migrate workloads Describe the DFW-only migration mode Troubleshooting Migrations Troubleshoot migration problems Identify the log files used in troubleshooting Identify and resolve common issues related to migrations. Cross-vCenter NSX to NSX Federation Migration Contrast cross-vCenter NSX and NSX Federation architectures Describe the steps for a multisite migration Demonstrate how to perform a cross-vCenter NSX to NSX Federation migration Additional course details:Notes Delivery by TDSynex, Exit Certified and New Horizons an VMware Authorised Training Centre (VATC) Nexus Humans VMware Migration from VMware NSX for vSphere to NSX-T training program is a workshop that presents an invigorating mix of sessions, lessons, and masterclasses meticulously crafted to propel your learning expedition forward. This immersive bootcamp-style experience boasts interactive lectures, hands-on labs, and collaborative hackathons, all strategically designed to fortify fundamental concepts. Guided by seasoned coaches, each session offers priceless insights and practical skills crucial for honing your expertise. Whether you're stepping into the realm of professional skills or a seasoned professional, this comprehensive course ensures you're equipped with the knowledge and prowess necessary for success. While we feel this is the best course for the VMware Migration from VMware NSX for vSphere to NSX-T course and one of our Top 10 we encourage you to read the course outline to make sure it is the right content for you. Additionally, private sessions, closed classes or dedicated events are available both live online and at our training centres in Dublin and London, as well as at your offices anywhere in the UK, Ireland or across EMEA.