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≥µ Æ˙ȯ·Ú ˙ÈÏ‚‡ ‰Ò¯‚· ڈ‰ ÔÂχ˘‰ ÆÔÂχ˘‰ Ï˘ ÍÈω‰ ≠ ≠ ≠ ≠ ≠ ¯˜ÁÓ‰ ˙ÂίÂÚ È„È ÏÚ ÂÁÏ˘ ÌÈÂχ˘‰ Ï˘ Ìȯ˙‡· ÈÓ‚„Ó ˘ÂÙÈÁ·˘ ¨ÌȯÂÓÏ È¯˘χ ¯‡Â„· ˙ÂÚˆÓ‡· ÌÈү˜ ÌÈ„ÓÏÓ Ì‰ ÈÎ ‡ˆÓ ˙‡ËÈÒ¯·È‡ ˙„‚‡ ȯ·Á Ï˘ ‰ˆÂÙ˙ ˙ÂÓÈ˘¯Ï ÔΠ¨·˘˜Â˙Ó Ì¯ÂÙ ˙¯˜ÂÁ‰ ÆÍÂÈÁ· ÌÈÈ‚ÂÏÂÎË ÌÈÚˆÓ‡· ˘ÂÓÈ˘· ˙˜ÒÂÚ‰ ¨‰Ï‡ Ìȇ˘Â· ÌÈÓ¯ÂÙ ÔÂÈ„ ˙ˆ·˜ ÏÚ Ìȇ¯Á‡Ï Ì‚ ÂÙ ‰Ï‡ ÔÈÈÚ ˙ˆ·˜ ȯ·ÁÓ ˜ÏÁ ˙ÂÁÙÏ˘ ‰Á‰ ÍÂ˙Ó Æ‰Â·‚‰ ÍÂÈÁ· ‰‡¯Â‰ ÈÎ¯ÂˆÏ ·˘˜Â˙Ó Ì¯ÂÙ· ˘Ó˙˘Ó ˙ÂίÂÚÏ È¯˘χ ¯‡Â„· ¯ÊÁ‰ ‡ÏÂÓ˘ ÌÈÂχ˘‰ Ư˜ÁÓ‰ ÁÂ˙ȉ ˙ËÈ˘ ÔÎÂ˙ ÁÂ˙È ‰ÏÏÎ ‰Î¯Ú‰‰ ÈÂ˙ Ï˘ Ú·¯‡Ó ˙Á‡ ÏÎÏ ˙·‚˙‰ ÔÂÈÓÏ ˙Âȯ‚˘ ¯Â˙È‡Ï ¨ÂÈ˙¯ÒÁ ¨Ì¯ÂÙ‰ ˙¯˙È ∫‰Î¯Ú‰‰ ÛÈÚÒ· ˙Âχ˘‰ ÍÈω˙ Ɖ„ÈÓω ÏÚ Â˙ÚÙ˘‰Â ‰‡¯Â‰‰ ÏÚ Â˙ÚÙ˘‰ ÔÎÂ˙ ÁÂ˙È ÈÏÏÎ ÈÙÏ ‰˘Ú ˙Âȯ‚˘‰ ˙ÚÈ·˜ 7 ¯Á‡Ï Æ Ì‡˙‰· ˙·¢˙‰ „„˜ ˙Âȯ‚˘‰ Ï˘ ÈÙÂÒ‰ ˘Â·È‚‰ Ɖȯ‚˘ ÏÎ È·‚Ï ˙ÂÈÂÁÈ΢‰ ·˘ÂÁ םיאצממ ˙ίډ ‡˘Â· ˙Âχ˘‰ Ú·¯‡ ÈÙ ÏÚ ÌÈ‚ˆÂÓ ÌȇˆÓÓ‰ הדימלו הארוה יעצמא הדימלו הארוה יעצמא הדימלו הארוה יעצמא הדימלו הארוה יעצמא הדימלו הארוה יעצמא םלועה יבחרמ םירומ לש תוכרע םלועה יבחרמ םירומ לש תוכרע םלועה יבחרמ םירומ לש תוכרע םלועה יבחרמ םירומ לש תוכרע םלועה יבחרמ םירומ לש תוכרע Ʊ Ù¯٠’ · ‰ÁÂÓ · ¨‰Î¯Ú‰Â ‰„È„Ó ¨¯˜ÁÓ ˙ÂËÈ˘Ï ‰Ó‚Ó‰ ˘‡¯ ¨ÌÈ·¯È ˙È ¨ÍÂÈÁÏ ¯ÙÒ‰ biren@post.tau.ac.il ·‡ ʯ Æ ‚È ¨·Â˘ÁÓ ˙ˆ ˘‡¯ ¨ÔÓ„ÏÙ ÏÈ Æ˙ÂÈÂÓ‡Ï ‰ËϘى Æ≤ Sharan, S. (Ed.) (1994). Handbook of cooperative learning methods . Westport, CT: Greenwood. Slavin, R. E. (1990). Cooperative learning: Theory, research and practice . Englewood Cliffs, NJ: Prentice Hall. Æ≥ ˯Ëȇ ¯˙‡ ˙Â·Ï È‡„Î ‰ÓÏ ∫ÂÊ ˙¯·ÂÁ· ¯Ó‡Ó ‡¯ ∫®˙ίÂÚ‰ ˙¯Ú‰© Ú‰ ÆÒ¯Â˜Ï ‰ÂÂÏÓ Æ¥ ‚‰ ÈÎÓÂ˙ ÏÎÏ ˙Ù˙Â˘Ó ÂÊ ‰ÒÈÙ˙ ·È˘¯ËÒ˜‰ ˙Â˘È ˙ÂÈ˙¯·Á≠ ˙ÂÈËÒÈ ‚Ȉ· ‰ÏΠȘˆÂ‚È· ÏÁ‰ ·ˆÓ‰ ‰„ÈÓω ˙ÏÂÎÒ‡ È ˙È (situated learning) ¨ ‚„Ó‰ ˙ÂÈÏȉ˜ ÁÂ˙ÈÙ· ÍÎÈÙÏ ÌÈς„ ‰ÈˆÈ‚˜‰ Ï˘ ¯Ê·Ӊ ÈÙ‡‰ ˙‡ ÌÈ˘È ∫Ï˘ÓÏ Â‡¯ Ɖ„ÈÓÏ Brown, J. S., Collins, A, & Duguid, P. (1989). Situated cognition and the culture of learning, Educational Researcher, 18 (1), 32-42. Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation . Cambridge: Cambridge University Press. Harasim, L. (1989). Online education. A new domain. In R. Mason & A. Kaye (Eds.), Mindweave: Communication, computers and distance education (pp. 50-62). Oxford: Pergamon Press. ‚ÂÏÂÎÈÒÙ‰ ÈÁÂÓÏ Ô˜ÈÒ˜Ï ÈÙ ÏÚ ¨˙ÙÚ˙ÒÓ ‰·È˘Á ∫Ú‰ Ƶ ÍÈω˙· ˙¯ÎÈ ¨‰È ÛȘ‰Ï ˙¯˘Ù‡Ó‰ ˙ÂÂÈÚ¯ Ï˘ ˙ÂÙÚ˙Ò‰ ¨ÌÈ¢ ÌÈÂÂÈη ¢˙˜Á¯˙‰¢ Ï˘ ÚÏ ÌÈڂ‰ ÌÈ˷ȉ Ï˘ ÔÂÂ‚Ó ˙ÂÙÂÎ˙ ¯˘˜˙Ó ‰·È˘Á Ï˘ ‰Ê ‚ÂÒ ÆÔÈÈ ÆÌÈÈ˘„Á ˙¯˙Ù ˙ÂÂÈÚ¯ ·ÈÓ ‡Â‰˘ ¯Á‡Ó ˙ÂÈ˙¯ÈˆÈÏ Æ∂ Bonk, C. J. & King, K. S. (Eds.) (1998). Electronic collaborators: Learner-centered technologies for literacy, apprenticeship, and discourse. Mahwah, NJ: Erlbaum. McLoughlin, C. & Luca, J. (2000). Cognitive engagement and higher order thinking through computer conferencing: We know why but do we know how? In A. Herrmann & M. M. Kulski (Eds.), Flexible futures in tertiary teaching. [Proceedings of the 9th Annual Teaching- Learning Forum], 2-4 February 2000. Perth: Curtin University of Technology. Available on line: http://cleo.murdoch.edu.au/confs/tlf/tlf2000/ mcloughlin.html. Æ∑ ·È˯Ëȇ ÔÙ‡· ˙Âȯ‚˘‰ ÂÚ·˜ ÔÎÂ˙ ÁÂ˙È· ˙Â·ÈˆÈ ‰‚˘Â‰˘ ¯Á‡ÏÂ È ˙¯˜ÂÁ‰Ó ˙Á‡ ÏÎ È„È ÏÚ ‰È¯Â‚˘ Ïη ˙·‚˙ Ï˘ Ì‚„Ó ÔÈÂÓ ‰È¯ · ‰ÓÎÒ‰‰ ˙ÂÓÈ‰Ó ‰·˘ÂÁ · ‰Ú ÂÊ ÆÔ‰ÈÈ Æπ∞•≠∏µ• ÔÈ Æ¢‰„ÈÓω ÏÚ Ì¯ÂÙ‰ ˙ÚÙ˘‰¢ ˙¯˙ÂΉ ˙Á˙ ‰Ê ¯Ó‡Ó ͢Ӊ· ¯·Ò‰ ‡¯ ∫Ú‰ Æ∏ ˙·Î¯ÂÓ ¨¢˙ÈÓˆÚ‰ ˙ÂÏ‚ÂÒÓ‰ ˙ÒÈÙ˙¢ Ì‚ ‰ÂÎÓ‰ ¨¢˙ÈÓˆÚ ˙ÂÏÏÂÁ¢ ∫Ú‰ Æπ ·‚Ï Ì„‡Ï ˘È˘ ËÂÙÈ˘‰Â ˙ÂÒÈÙ˙‰Ó ‰ÓÈ˘Ó ‰Áψ‰· Úˆ·Ï ÂÏ˘ ˙ÏÂÎȉ È ‰Èˆ·ÈËÂÓ‰ ˙Âȯ‡˙Ó ˙Á‡ ‡È‰˘ ¨ÂÊ ‰È¯Â‡˙ ÈÙÏ ÆÂÈÙ· ˙„ÓÂÚ‰ ˙ÓÈÂÒÓ ¨˙È„ÂÓÈω ‰ÓÈ˘Ó‰ ˙‡ Úˆ·Ï Ï‚ÂÒÓ ‡Â‰˘ ÔÈÓ‡Ó „ÈÓÏ˙‰ ̇ ¨ÌÂÈÎ ˙·¢Á‰ ·‚Ó · ÁÈψ‰Ï ÂÈ˙ÂÈÙȈ ˙‡ ÂÊ ‰ÂÓ‡ ‰¯È ‰Èˆ·ÈËÂÓ‰ ˙‡ ˙‡Ê ˙·˜Ú·Â ‰„ÈÓÏ ˙‰·‚ ˙ÂÈÙȈ ‰Áψ‰Ï ˙ÂÎÂÓ ˙ÂÈÙȈ ÏÚ· „ÓÂÏ ¨Â˙ÓÂÚÏ Æ„ÂÓÏÏ ÂÏ˘ ‚Ó‰ ¨˙ÓÈÂÒÓ ˙È„ÂÓÈÏ ‰ÓÈ˘Ó· ÔÂÏ˘ÈÎÏ ·‚Ï ·È ‡Ï ȇ¢ ÌÈÏÈÓ· ‰ÓÈ˘Ó‰ È Æ‰„ÈÓÏÏ ‰ÎÂÓ ‰Èˆ·ÈËÂÓ ÏÚ· ‰È‰È ¨¢Ï‚ÂÒÓ Èȇ¢ ‡ ¢ÏÂÎÈ ÏÚ Â¯˙‡˘ ˙Âȯ‚˘‰ ˙¯‡Â˙Ó ‰Ï‡˘ ÏÎ È·‚Ï Æ̯ÂÙ‰ Æ˙ÓÎÒÓ ‰Ï·Ë ˙‚ˆÂÓ Ô˙ÚÙ‰ ˙ÂÁÈ΢ ¨Ô‰È·ÈÎ¯Ó בשקותמה םורופה תונורתי .א ˙Âȯ‚˘ ˘ÓÁÏ ÂÈÂÓ ‰Ê ‡˘Â È·‚Ï ÌȘ„·‰ ˙·‚˙ ∫ ÔÏ‰Ï Ë¯ÂÙÓÎ ≠ „ÓÂÏ È¯Â˘ÈΠƱ ˙ÂÈÂÓÂÈÓ‰ ¨ÌÈ¯Â˘ÈΉ ¯ÎÊ È¯Â˘ÈÎ ∫ÌÁÂ˙ÈÙÏ Ì¯Â˙ ̯ÂÙ‰˘ Ìȇ·‰ ÌÈÈÈهӉ ‰ËÓ ÌÈ¯Â˘ÈÎ ¨‰·È˘Á ‰·È˙Î – ÌÈÈ·ÈËȂ˜ 8 È¯Â˘ÈÎ ¨ ‰Èˆ·ÈËÂÓ ¨˙ÂȯÁ‡ ¨·˘ÁÓØÚ„ÈÓ ˙ÂÈȯ‡ ¨˙ˆ· ‰„Â·Ú ˙ÈÓˆÚ ˙ÂÏÏÂÁ 9 (self-efficacy) Æ ‰‡¯Â‰‰ ÍÈω˙ Æ≤ – ≠ ‰„ÈÓÏ Ì¯Â˙ ̯ÂÙ‰˘ ÔȈ ˙‡ÏÚ‰ ÈÙÏ ‰·È˘Á ‰‡È¯˜Ï ‡È·Ó© ‰„ÈÓω ˙˜ÓÚ‰Ï Í˘Ó· ˙΢Ó˙Ó ‰„ÈÓω ¨‰ÏËÓ· „˜ÈÓÏ ¨Ì¯ÂÙÏ ‰Ú„‰ ˙È˘È‡ ‰˘È‚ ¯˘Ù‡Ó© ‰‡¯Â‰‰ ˙‡ ¯Ù˘Ó ¨®Ò¯Â˜‰ ÏÎ ‰Î¯Ú‰‰ ˙ÂÎȇ ˙‡ ¯Ù˘Ó ÔΠ®È·ÈÒËȇ ¯˘˜Ø„ÈÓÏ˙Ï Æ®Ò¯Â˜‰ ͢ӷ ˙Âȇ¯ ÛÂÒȇ ¯˘Ù‡Ó© ≠ ‰„ÈÓω ˙‡ˆÂ˙ Æ≥ ڄȉ ˙ÂÎȇ˘ ÂÈȈ ÌȯÂÓ ÌÈÙ ÌÈÂÈ„· ¯˘‡Ó ¯˙ÂÈ ‰‰Â·‚ ̯ÂÙ· ÌÈÂÈ„· ‰·‰ ˙ÈÈÏȉ˜ ÈÈÈÙ‡ÓÏ ˙ÂÈÂÒÁÈÈ˙‰ Âȉ ÔΠƉ˙Èη ÌÈ٠χ Ú„È· ÛÂ˙È˘ ¨˙ÂÂÈÚ¯ Ï˘ ˙È„„‰ ‰È¯Ù‰© ‰¯ˆÂ˘ ‰„ÈÓω Æ®‰Ó„ΠÌÈ˙ÈÓÚ ˙„ÈÓÏ ¨È˙ˆÂ·˜ ˘Â·È‚ ¨Ú„ÈÓ·Â ÎË· ˘ÂÓÈ˘ Ø ‰‡¯Â‰· ˙ÂÈ‚ÂÏ ¯˜ÁÓ
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