The analysis here assumes that patterns of discourse in pedagogic contexts serve to create, maintain and reproduce syndromes of social relations, identities and order over time.
Exceptionally it is possible to find institutional discourses that on a macro level (as is the case of Uruguay) and micro level (as in some disruptive schools), are interested in framing pedagogic practices and learning in a context that allows to evaluate its influence in the local and global knowledge production systems.
Test questions are typically a feature of pedagogic interactions, and they set up a context in which the addressee is expected to provide a very specific known answer, commonly a noun or a noun phrase.
However, there are profound implications to making pedagogic decisions outside of knowledge production's global context.
Research into the use and evaluation of Web 2.0 tools in medical/health education is still in its infancy, and the current pedagogic evidence base about these tools in the context of medical/health education is seriously lacking.
There are limited studies on the development and implementation of blended learning strategies within clinical education [ 7], with some authors asserting that "…the current pedagogic evidence base about these tools in the context of medical/health education is seriously lacking" [ 9].
This same digital information ecology has also extended the disciplinary and pedagogic challenges relevant to learning design and the broader institutional context of responsibility for academic integrity.
Classroom context however also plays an important role in PBLT pedagogic decisions.
Others focus on appropriation models and the use of devices or platforms (Internet, mobiles, social networks, applications) in the educative context and its impact on learning, without highlighting the pedagogic processes.
The use of simulation games as a pedagogic method is well established though its effective use is context-driven.
