Explore Flipsnack. Transform boring PDFs into engaging digital flipbooks. Share, engage, and track performance in the same platform.
From magazines to catalogs or private internal documents, you can make any page-flip publication look stunning with Flipsnack.
Check out examples from our customers. Digital magazines, zines, ebooks, booklets, flyers & more.
Pre-made templates to create stunning publications in minutes
Here are eight reasons why you should consider choosing interactive, digital flipbooks instead of boring and static PDFs. Check them out!
Action Verbs An excellent tool for any trainer who needs to write Learning Objectives is Bloom’s Taxonomy. In Bloom’s you will find action verbs for different categories of learning starting with the simplest to the most complex. The categories can be thought of as degrees of difficulties. We’ve added a guideline for you below: SKILLS VERBS Remembering : can the student recall or remember the information? define, duplicate, list, memorize, recall, repeat, reproduce, state Understanding : can the student explain ideas or concepts? classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase Applying : can the student use the information in a new way? choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write Analyzing : can the student distinguish between the different parts? appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test Evaluating : can the student justify a stand or decision appraise, argue, defend, judge, select, support, value, evaluate Creating : can the student create a new product for point of view? assemble, construct, create, design, develop, formulate, write Good to know! Training for technicians may cover remembering, understanding and applying, but not concern itself with analyzing and above, whereas full professional training may be expected to include this and evaluating and creating as well.
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