COMMUNITY SERVICE PROJECT REPORT

CHAPTER 1: EXECUTIVE SUMMARY

This community service project was carried out in two distinct phases over
eight weeks.
 Phase 1 (Weeks 1–6): Digital Literacy Awareness and Training
Activities included awareness sessions on the importance of digital skills,
training villagers in smartphone usage, online payments, internet
browsing, cyber safety, and digital government services. Special attention
was given to elderly people and women, who often face challenges in
adapting to technology.
 Phase 2 (Weeks 7–8): Preparation of Automatic Door Lock System
This phase focused on applying technical knowledge to design and
demonstrate a low-cost automatic door lock system using sensors and
microcontrollers. Students and youth were trained in assembling, coding,
and testing the system. The project demonstrated how technology can
improve home security in rural and urban households.
The project successfully blended awareness, skill-building, and hands-on
innovation. It improved digital literacy levels in the community and also
showcased a practical IoT-based security solution.

CHAPTER 2: OVERVIEW OF THE COMMUNITY

The selected community is a semi-urban locality with increasing smartphone
penetration but limited exposure to advanced digital services. Most families
own at least one smartphone, but usage is restricted to calling, messaging, or
social media. Farmers and traders often rely on cash transactions, while online
payments remain underutilized.
Socio-economic conditions are moderate, with youth pursuing higher education
but elders struggling to keep pace with digital transformation. The community
expressed interest in learning digital tools, online safety, and technology for
home security.
CHAPTER 3: COMMUNITY SERVICE PART
The Community Service Project was carried out over eight weeks with the
central themes of Digital Literacy (Weeks 1–6) and Preparation of an Automatic
Door Lock System (Weeks 7–8). The activities were designed to bridge the gap
between awareness and practice, empowering the community through
knowledge, training, and technological innovation.
The first phase focused on digital literacy awareness, enabling villagers to
confidently use smartphones, access online services, perform digital payments,
and utilize digital tools for education and employment. The second phase
introduced the community to basic IoT applications, culminating in the
preparation and demonstration of a low-cost automatic door lock system.
The entire project was a combination of awareness campaigns, hands-on
training, technical sessions, and community feedback, ensuring both inclusivity
and sustainability.

WEEK 1 – Introduction to Digital Literacy

Day 1: Meeting with community leaders to introduce the project.
Day 2: Baseline survey on digital usage (smartphones, internet, online
payments).
Day 3: Awareness session in school on importance of digital skills.
Day 4: Training on smartphone basics (calling, contacts, messages).
Day 5: Session on using cameras and gallery for daily needs.
Day 6: Group discussion on digital opportunities.
Weekly Report
The first week aimed to introduce digital literacy as a core life skill. Initial
meetings with leaders and a baseline survey revealed that while most
households had smartphones, their usage was limited. Many elders used phones
only for calls, unaware of advanced features. Youth showed better familiarity
but lacked structured knowledge.
The school session highlighted how digital skills open doors to education and
employment. Basic smartphone training (Day 4 and 5) helped participants learn
contact storage, messaging, and using the camera effectively. Elderly
participants especially appreciated the one-on-one guidance. The week
concluded with a group discussion on how digital literacy could improve access
to government services, online banking, and healthcare information.
The outcome of Week 1 was an increased curiosity and confidence in
exploring digital tools.

WEEK 2 – Digital Payments & Online Services

Day 1: Introduction to UPI and digital payment apps.
Day 2: Practical demonstration of online mobile recharge.
Day 3: Training on using ATM cards and mobile banking.
Day 4: Awareness session on cyber safety in digital transactions.
Day 5: Household visits to help install UPI apps.
Day 6: Feedback session on difficulties faced.
Weekly Report :
The second week focused on digital payments, one of the most useful skills in
today’s world. Participants were introduced to UPI apps like Google Pay and
PhonePe, followed by live demonstrations of mobile recharge and bill
payments. Many villagers, especially women, found this empowering as it
reduced dependency on others.
Day 3 emphasized mobile banking, ATM card usage, and account security. On
Day 4, cyber safety awareness was highlighted, teaching villagers about OTP
fraud, phishing calls, and password safety. Household visits helped participants
install apps and practice small transactions, boosting their confidence.
By the end of the week, villagers were more comfortable with digital payments,
though some still preferred cash for large amounts. The key outcome was that
participants began to trust and adopt digital transactions in their daily life.

WEEK 3 – Internet Browsing & Information Access

Day 1: Introduction to internet browsing.
Day 2: Training on searching government schemes online.
Day 3: Demonstration of YouTube for educational purposes.
Day 4: Hands-on practice on Google searches.
Day 5: Awareness on digital health apps and telemedicine.
Day 6: Student activity – preparing small presentations using the internet.
Weekly Report :
Week 3 emphasized information access via the internet. Many villagers were
unaware that schemes, subsidies, and health services could be accessed online.
Training included browsing basics, using search engines, and finding authentic
information.
YouTube was shown as a learning platform, where farmers could watch videos
on modern farming, and students could access tutorials. Google searches were
practiced by youth to find scholarships, exam notifications, and skill courses.
Health-related apps and telemedicine platforms were also introduced, which
drew interest from families with elderly members.
The week’s activities highlighted that the internet is not only for
entertainment but also for empowerment. The learning outcome was that
participants recognized the internet as a powerful tool to improve education,
farming, and healthcare.

WEEK 4 – Social Media Literacy & Communication

Day 1: Awareness on responsible use of WhatsApp and Facebook.
Day 2: Training on creating professional emails.
Day 3: Cyber safety session – avoiding fake news and scams.
Day 4: Practical training on video calls (Zoom, Google Meet).
Day 5: Discussion on benefits and risks of social media.
Day 6: Student debate on “Social Media – Boon or Bane.”
Weekly Report
The fourth week explored the role of social media and communication tools.
Many participants were active WhatsApp users but unaware of risks like
misinformation. Training focused on identifying fake news and reporting
suspicious content.
Creating and using email accounts was a new skill for most villagers, especially
women and farmers. They were taught how to draft professional emails and
attach files. Practical sessions on video calls introduced Zoom and Google
Meet, which helped students explore online classes and parents connect with
relatives.
The debate session created awareness that social media can be both beneficial
and harmful depending on its use. The week’s outcome was that participants
learned to use social media responsibly, with better awareness of cyber risks.
WEEK 5 – Digital Tools for Education & Employment
Day 1: Introduction to Microsoft Word basics.
Day 2: Training on PowerPoint presentations.
Day 3: Demonstration of Google Drive and cloud storage.
Day 4: Awareness on online job portals.
Day 5: Hands-on practice for students creating resumes.
Day 6: Session on using LinkedIn for networking.
Weekly Report
This week focused on digital tools for productivity and employment.
Students and youth were trained in Microsoft Word for documentation,
PowerPoint for presentations, and Google Drive for online storage.
Online job portals like Naukri.com and government employment exchanges
were demonstrated. Resume-building workshops were conducted where
students practiced creating CVs. LinkedIn was introduced as a networking tool,
which motivated college-going youth.
The key outcome was that participants realized the value of digital tools for
career growth. Students gained confidence in preparing resumes and using job
portals. The community understood that digital literacy directly enhances
employability.

WEEK 6 – Review, Feedback & Transition

Day 1: Survey to check improvements in digital literacy.
Day 2: Group meeting with students to discuss progress.
Day 3: Household interactions for feedback.
Day 4: Demonstration recap on payments and browsing.
Day 5: Youth volunteer reflection session.
Day 6: Transition planning to technical phase.
Weekly Report
The sixth week acted as a review and feedback phase. Surveys showed that
more than 70% of participants had learned at least one new digital skill, with
many practicing online payments or browsing.
Group meetings with students revealed enthusiasm for advanced learning.
Household visits showed elders had started using smartphones more
confidently. Volunteers reflected that teaching elders required patience, but the
outcome was satisfying.
The week concluded by preparing the community for the technical project
phase starting in Week 7.

WEEK 7 – Introduction to Automatic Door Lock System

Day 1: Awareness session on home security needs.
Day 2: Introduction to IoT and microcontrollers (Arduino).
Day 3: Demonstration of basic circuit design.
Day 4: Training on sensors (IR, Ultrasonic) for door locks.
Day 5: Group activity assembling basic components.
Day 6: Prototype discussion and Q&A session.
Weekly Report (~270 words):
Week 7 began the technical phase on automatic door lock systems. An
awareness session highlighted the importance of home security in both rural and
urban contexts. IoT and Arduino were introduced, giving participants a glimpse
of smart technology.
Hands-on sessions included circuit design and sensor use, where participants
learned how IR sensors could detect motion for automatic locking. Youth
volunteers actively participated in assembling parts. The Q&A session cleared
doubts about power supply, coding, and affordability.
The week’s outcome was that students and youth gained basic technical
exposure and understood how home security could be improved through low-
cost automation.

WEEK 8 – Prototype Development & Conclusion

Day 1: Prototype assembly with Arduino and servo motor.
Day 2: Coding the lock system for opening/closing.
Day 3: Testing prototype with IR sensor input.
Day 4: Data presentation on working model.
Day 5: Final demonstration to villagers and students.
Day 6: Closing ceremony and feedback session.
Weekly Report
The final week focused on building and demonstrating the automatic door
lock prototype. Arduino was programmed to control a servo motor, which
acted as the locking mechanism. The IR sensor detected motion to trigger the
lock. Testing sessions showed how the system worked reliably.
Students learned coding basics and hardware connections, while villagers
witnessed the prototype in action during the final demo. Farmers and
shopkeepers found it useful for securing storage rooms and shops.
The closing ceremony included feedback collection, where the community
appreciated the blend of digital literacy and practical innovation.
The project concluded successfully, equipping the community with new digital
skills and exposing them to IoT-based security solutions.
CHAPTER 5: OUTCOMES DESCRIPTION
Socio-Economic Survey
A baseline socio-economic survey was conducted during Weeks 1 and 2 to
assess the community’s access to and familiarity with digital tools. Key
findings:
 80% households owned at least one smartphone.
 65% used phones mainly for calls and WhatsApp, with little knowledge
of government services.
 Only 25% were comfortable with digital payments.
 Education levels varied, with youth eager to learn while elders were
hesitant.
 Security concerns were expressed, especially regarding theft in homes
and storage spaces.
The survey indicated a clear digital divide, particularly among women and
elderly villagers.

Problems Identified in the Community

 1. Digital Illiteracy – Limited awareness of smartphones beyond basic use.
2. Financial Exclusion – Fear of digital transactions prevented use of
online payments.
3. Misinformation on Social Media – Villagers frequently believed fake
forwards.
4. Unemployment/Skill Gap – Lack of awareness of online job portals and
resume building.
5. Security Concerns – Households expressed worry about theft and lack of
reliable door-locking systems.
Short-Term Action Plan
1. Digital Literacy Camps
o Organize monthly/quarterly awareness camps in schools,
community centers, and SHGs.
o Involve trained youth volunteers as peer mentors.
o Provide simplified training modules in the local language.
2. Digital Payment Adoption Drive
o Collaborate with local banks to conduct door-to-door
demonstrations of UPI and mobile banking.
o Distribute user manuals and helpline numbers.
o Encourage merchants and small shopkeepers to adopt QR-based
payments.
3. Cyber Safety Awareness
o Run short workshops on identifying phishing messages, OTP fraud,
and misinformation.
o Conduct awareness through posters, skits, and local FM radio
announcements.
4. School & Youth Programs
o Integrate digital literacy topics into extracurricular activities.
o Encourage students to help parents and elders with smartphone use.
 5. Security Prototype Demonstrations
o Demonstrate automatic door lock systems in schools, local events,
and households.
o Provide basic DIY guides for low-cost implementation.

Long-Term Action Plan

Establish a Permanent Digital Help Desk
o Set up a Digital Service Center at the community hall/panchayat
office.
o Staffed by trained volunteers or appointed digital coordinators.
o Services: online applications, digital payments, job portal
guidance, grievance redressal.
2. Government & NGO Partnerships
o Request government subsidies for smartphones, internet
packages, and IoT-based solutions for rural households.
o Seek collaboration with NGOs for continuous training and
hardware donations.
3. Advanced Digital Training Programs
o Provide courses on MS Excel, data entry, and e-Governance
portals.
o Train youth in IoT and coding basics for real-world applications
(security, agriculture, healthcare).
4. Technology Adoption for Community Welfare
o Scale up automatic door lock systems to schools, warehouses, and
health centers.
o Introduce additional IoT projects (automatic irrigation, smart street
lighting).
o Encourage local entrepreneurship in repair, assembly, and service
of low-cost IoT devices.
 5. Policy Recommendations to Authorities
o Include digital literacy in school curriculum.
o Provide government-backed loan schemes for rural households
adopting digital/IoT solutions.
o Implement awareness mandates (annual digital safety drives,
technology fairs).
Description of the Community Awareness Programmes Conducted and
Their Outcomes
During the eight-week community service project, multiple awareness
programmes were organized to address the problems identified in the socio-
economic survey. The activities combined lectures, demonstrations,
household visits, rallies, and hands-on training, ensuring participation from
students, youth, women, farmers, and elders.

1. Digital Literacy Awareness (Weeks 1–6)

Problems Addressed:
 Limited knowledge of smartphone usage beyond basic calling.
 Fear of digital financial transactions.
 Misinformation spread through social media.
 Lack of awareness of online job portals and productivity tools.
Awareness Programmes Conducted:
 Smartphone Basics: Training on calling, saving contacts, messaging,
and using cameras.
 Digital Payments: Demonstrations of UPI, mobile banking, and bill
payments with emphasis on cyber safety.
 Internet Use: Guided browsing for government schemes, healthcare
apps, and YouTube learning.
 Social Media Literacy: Sessions on responsible WhatsApp/Facebook
use, fake news identification, and professional email creation.
  Productivity Tools: Training on Word, PowerPoint, Google Drive,
resume preparation, job portals, and LinkedIn.
Outcomes:
 More participants trained in various digital skills.
 70% of surveyed households began using at least one digital service
(UPI, browsing, or email).
 Women and elders gained confidence in digital tools.
 Students became capable of preparing resumes and exploring job
opportunities.
 Community members reported reduced dependency on others for basic
digital tasks.

2. Technology-Based Awareness – Automatic Door Lock System (Weeks 7–

8)
Problems Addressed:
 Growing concern about home security and theft in rural households.
 Lack of exposure to affordable technology-driven solutions.
Awareness Programmes Conducted:
 Introduction to IoT & Arduino: Explained in simple terms for students
and youth.
 Hands-on Training: Circuit design and sensor usage (IR/Ultrasonic).
 Prototype Building: Assembling and coding of an automatic door lock
system.
 Demonstration Session: Final working model displayed to villagers,
students, and local leaders.
Outcomes:
 Students gained practical exposure to IoT and coding basics.
 Villagers realized that low-cost automation could improve home
security.
  Farmers and shopkeepers expressed interest in using such solutions for
warehouses and shops.
 Community developed a positive mindset towards adopting technology
for solving daily problems.

Overall Impact
The awareness programmes addressed both immediate needs (digital literacy,
cyber safety, financial inclusion) and long-term community challenges
(security, skill development, IoT adoption). The project created a culture of
learning, innovation, and responsibility, with both youth and elders actively
participating.