- Shared interests in deepening a particular comprehension: Learners all have experiences sharing interests with others in getting good grades, getting through an ordeal, getting out of requirements and getting to advance to the next phase. When deeper comprehension is successfully co-produced, there are shared interests in the subject matter, it's uses, varied viewpoints about it and much more. Where this is impossible in physical gatherings, online connectivity makes it possible to find others with these particular shared interests.
- Transparent disclosures: Formal instruction breeds learners who are acculturated to covering up ignorance, denying mistakes and making pretenses of competence. It appears self-defeating to be transparent when pressured to conform. When deeper comprehension is successfully co-produced, it makes sense to reveal one's own actual condition. Admitting what is understood, what remains confusing, what appears useless, and what personal experiences relates to this -- all cultivate trust, respect and bonding.
- Making requests of others: When we're getting instructed without being in control of the timing, topic, approach or relevance, we feel powerless. We try to make things happen by eliciting sympathy from others. We create problems with our motivation, attention, retention and comprehension to get others to stop forcing us to learn. When deeper comprehension is successfully co-produced, we stop seeking sympathy. We switch into problem solving mode and ask for help in finding solutions to obstacles as we deepen our comprehension. We see others as problems solvers who will easily understand where we're coming from when we request their help.
- Responding promptly to others' requests: When we're getting mismanaged, overworked, underutilized and exposed to lots of toxicity, we become unresponsive. We're wary of getting taken advantage and experienced with people who "take a mile when we give an inch". When deeper comprehension is successfully co-produced, we want to respond quickly to others' requests of us. We see how it pays intangibly to give to others when their request in specific and. Their transparency has built up social capital that facilitates our responsiveness.
- Utilizing the available diversity: When getting railroaded into the same understanding, diversity among the learners is a problem, distraction, setback or disruption in the uniform progress. The situation pressures the participants to think alike, suppress their differences and conform to expectations. When deeper comprehension is successfully co-produced, the diversity among learners is essential, inherently valuable and cultivated by every participant. The deeper comprehension depends on differing outlooks, connections and uses for it. Each gets treasured for bring a treasure of uniqueness to the co-production.
- Phased development of deeper comprehension: When content is being delivered, it's too common that the instruction takes off without everyone on board, gets ahead of many and lets most fall behind. The pacing and depth cannot accommodate the variety of participants. When deeper comprehension is successfully co-produced, each has a map or game board that lays out the terrain to be explored and integrated. It becomes obvious when an exploration is taking on too much, getting ahead of oneself or avoiding the next challenge. Each can support the others in moving forward in stages without imposing uniform progress on everyone.
- Contributing useful labor: When an instructor appears to be "going through the motions", offering useless information, or defying what makes content actionable, we learn by example to do the same. Our labor in groups is equally unproductive, heartless and useless. When deeper comprehension is successfully co-produced, each participant contributes highly useful work. Their efforts get appreciated in ways where they see how to be even more valuable and responsive. A virtuous cycle gets created with the transparency, requests, responsiveness and gratitude. This continues to energize and focus each contributors efforts.
Each of us has too much experience producing comprehension in isolation. We reach our own conclusions among others doing the same. The co-production of comprehension will seem inconceivable, infeasible and far-fetched to many experienced learners. Here's a few of the attributes of successful co-productions: