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Shared collaborative intentionality helps us to design how professionals can engage in future collaboration, based on an assessment of how they anticipate, measure and evaluate commitment to investment (Engeström 2004; Edwards 2008). Derived from the criteria of activity theory, this concept is very interesting when defining asynchronous collaborations because it is based on an evaluation of the degree of shared collaborative intentions in a situation, that is, a sufficient degree of shared awareness of the actions to be carried out in a future collaboration (Engeström 2006).

The poly-contextual situations induced by the use of DESNs have a preponderant impact on collaborative dynamics (Engeström et al. 1995) by profoundly modifying and reconfiguring the way the activity is structured, which becomes more fluid (regularly reconfigured), partial (may concern only certain aspects of the object of the activity) and temporary (may concern only a relatively short period of time) (Engeström and Smith 2010). Sufficiently sharing collaborative intentionality with peers and via the system then becomes a means for the professional to adjust and quantify their commitment by weighing, through an analysis of the contingencies of the activity, the potential for collaboration expressed and the traces left on the system and the benefits and costs of their investment in collaboration (Harry et al. 2009; Edwards 2011). The professional, capable of integrating a sufficient understanding of the sharing of collaborative intentionality, is able to anticipate future activity (individual and collective) by identifying whether or not a work object is shared, evaluating the conditions for carrying out the joint actions to be implemented, defining the possible synchronization of actions via the system, anticipating constraints to overcome them and linking these future actions with the history of their activity (Bobillier Chaumon 2013). In contemporary working conditions, having a shared collaborative intentionality could become a precursor to engaging in the activity from a developmental perspective.