VISVESVARAYA TECHNOLOGICAL UNIVERSITY
Jnana Sangama , Belagavi, Karnataka, India.
AICTE Activity Point Programme
A Report on
“To Skill rural population”
(May 2025- July 2025)
Submitted in partial fulfillment of the requirement for the award of the degree of
Bachelor of Engineering
in
Computer Science and Design
Submitted by
ANANYA G
1DT22CG006
Department of Computer Science and Design
DAYANANDA SAGAR ACADEMY OF TECHNOLOGY & MANAGEMENT
Kanakapura Road, Udayapura, Bengaluru- 560082
2024-2025
DAYANANDA SAGAR ACADEMY OF TECHNOLOGY
AND MANAGEMENT
Department of Computer Science and Design
Bengaluru - 560082
CERTIFICATE
This is to certify that the AICTE Activity Point Programme has been successfully carried
out by Ananya G bearing USN 1DT22CG006 , bonafide student of Dayananda Sagar
Academy of Technology and Management in partial fulfillment of the requirements for the
award of degree of Department of Computer Science and Design of Visvesvaraya
Technological University, Belagavi during 2024-2025 . It is certified that all
corrections/suggestions indicated for Internal Assessment have been incorporated in the
report. The AICTE Activity Point Programme report has been approved as it satisfies the
academic requirements in respect of
AICTE Activity Point Programme for the said degree.
Dr. G Manjula Dr. Madhusudhana H C Dr. M Ravishankar
Professor & Head AICTE Activity Principal
Department of CSD, Co-ordinator of College DSATM
DSATM DSATM
DAYANANDA SAGAR ACADEMY OF TECHNOLOGY &
MANAGEMENT
Accredited by NAAC with A+ Grade 6 Programs Accredited by NBA (CSE, ISE, ECE,
EEE, MECH, CIVIL
DECLARATION
I, Ananya G bearing the USN-1DT22CG006, student of Bachelor of Engineering,
Department of Computer Science and Design, Dayananda Sagar Academy of Technology
and Management, Bengaluru, Karnataka, hereby declare that the AICTE Activity Point
Programme work has been carried out by me under the supervision and guidance of
Department Staff Coordinators submitted by me as a partial fulfillment for the award of
Bachelor of Engineering degree in Computer Science and Design from Visvesvaraya
Technological University, Belagavi during 2024-2025
I hereby declare that the AICTE Activity Point Programme work has been carried out in
association with the following partner location:
1. Raichur District , Karnataka.
Name- Ananya G
USN-1DT22CG006
ACKNOWLEDGEMENT
I extend my heartfelt gratitude to the Management, along with Dr. M. Ravishankar, Principal
of Dayananda Sagar Academy of Technology and Management, Dr. G. Manjula, Professor
at Dayananda Sagar Academy of Technology and Management and Dr. Madhusudhana H
C, AICTE Activity Points Coordinator at Dayananda Sagar Academy of Technology and
Management, for their unwavering support and provision of essential resources for the
successful execution of this program.
I am also deeply thankful to the people of Raichur District, Karnataka, for their valuable
cooperation and participation, which contributed to the successful execution of the Skill
Development for Rural People activity.
Lastly, I would like to express my sincere appreciation and respect to my parents, the teaching
and non-teaching staff of the Department, and all my friends who have supported me, directly or
indirectly, throughout my AICTE Activity Point Programme journey.
Student Name – Ananya G
USN number – 1DT22CG006
Work Content
Performance Appraisal
Number of Total No of Points earned
Sl. No. Activity Heads From date- To Remarks
Week Hours (To be Filled by
date Coordinators)
Helping local schools to achieve good result &
1 enhance their enrolment in Higher/ Technical/
Vocational Education
Preparing an actionable business proposal for
2
enhancing the village income
3 Developing Sustainable Water Management system
4 Tourism Promotion Innovative Approaches
5 Promotion of Appropriate Technologies
6 Reduction in Energy Consumption
7 To Skill rural population 14 May– 2 80
29 May
8 Facilitating 100% Digitized money transactions
Setting of the information imparting club for women
9
leading to contribution in social and economic issues
Developing and managing efficient garbage disposal
10
system
11 To assist the marketing of rural produce
12 Food preservation/packaging
13 Automation of local activities
Spreading public awareness under rural outreach
14
programmes
Contribution to any national level initiative of
15 Government of India, For e.g. Digital India/ Skill
India/ Swachh Bharat Internship etc
Creating an awareness regarding rain water harvesting
16
in urban and rural area
TOTAL ACTIVITY POINTS EARNED
ABSTRACT
This report presents an experiential learning and social outreach activity conducted by
engineering students under the AICTE Activity Point Programme, aimed at promoting
skill development and digital literacy among rural people. The activity was conducted
on 14-04-2025 in Raichur District, Karnataka, where students actively engaged with
rural participants to provide hands-on training in basic computer usage and digital tools.
The primary objective of the initiative was to enhance digital awareness, improve
technical confidence, and empower rural individuals with essential skills required for
accessing modern digital services.
During the activity, participants were introduced to fundamental computer operations
such as operating laptops, understanding basic software applications, and performing
simple digital tasks. Students guided rural learners through practical demonstrations and
one-to-one interactions, ensuring effective knowledge transfer in a supportive learning
environment. Emphasis was placed on building confidence, encouraging participation,
and addressing individual learning needs.
Through direct engagement and continuous guidance, the activity strengthened
students’ understanding of community-based learning while contributing meaningfully
to rural empowerment. The initiative highlighted the importance of digital inclusion and
demonstrated how engineering students can apply their technical knowledge for social
impact. Overall, this experiential learning activity successfully bridged the gap between
academic learning and societal needs, fostering social responsibility, communication
skills, and practical teaching experience among students while benefiting rural
participants.
TABLE OF CONTENTS
Sl. No TOPIC Page. No
1 Introduction 1
Activity 1: Awareness on Digital Literacy
2 for Rural People 2-3
Activity 2: Hands-on Training on Basic 3-4
3
Computer Usage
Activity 3: Demonstration of Online
4 5
Services and Applications
Activity 4: Guidance on Practical Digital
5 Tasks 6
6 Documentation of Activities 8-9
7 Conclusion 9-10
To Skill rural population
Chapter 1 – Introduction
The Skill Development for Rural People activity was conducted as part of the AICTE
Activity Point Programme with the objective of promoting digital literacy and basic
technical skills among rural communities. The activity was carried out in Raichur
District, Karnataka, on 14th April 2025, with active participation from engineering
students who served as trainers and facilitators. The initiative aimed to empower rural
individuals by introducing them to fundamental computer usage and digital tools
essential for everyday activities in the modern digital era.
With the increasing dependence on digital platforms for education, communication, and
access to government and financial services, digital awareness has become a critical
requirement. However, many rural individuals lack exposure to basic computer
operations and digital applications. Through this activity, students provided hands-on
training to rural participants, helping them understand the use of laptops, basic software
functions, and simple digital tasks in a supportive learning environment.
The activity emphasized practical learning through one-to-one guidance,
demonstrations, and interactive sessions. Participants were encouraged to actively
engage with digital devices, ask questions, and practice basic operations under student
supervision. This experiential learning approach not only benefited rural participants but
also helped students apply their technical knowledge in a real-world social context.
Overall, the activity successfully contributed to rural empowerment while strengthening
students’ communication skills, social responsibility, and practical teaching experience.
1.1 Objectives
Digital Literacy Awareness
To create awareness among rural participants about the importance of digital literacy and
its role in accessing information, services, and opportunities in daily life.
Basic Computer Skills
To train rural individuals in basic computer operations such as handling laptops,
understanding simple software applications, and performing fundamental digital tasks.
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To Skill rural population
Hands-on Learning Experience
To provide practical, hands-on training through demonstrations and guided practice,
enabling participants to gain confidence in using digital devices independently.
Community Engagement
To encourage interaction between engineering students and rural communities, promoting
knowledge sharing, social responsibility, and collaborative learning.
Empowerment through Technology
To empower rural participants by equipping them with essential digital skills that can
support education, employment opportunities, and access to online services.
Chapter 2 – Activity 1: Awareness on Digital Literacy
for Rural People
The first activity focused on creating awareness about digital literacy among rural people.
The session aimed to introduce participants to the importance of digital knowledge in
everyday life and to familiarize them with basic digital concepts. Many rural individuals
have limited exposure to digital devices and online services, making it essential to provide
foundational awareness before hands-on training.
The activity emphasized explaining how digital tools such as computers, smartphones, and the
internet can be used for communication, accessing government services, education, banking, and
employment-related purposes. Students interacted directly with rural participants, addressing
their doubts and encouraging them to actively engage in learning digital skills.
2.1 Awareness Sessions Conducted
• Introduction to Digital Literacy:
Participants were introduced to the concept of digital literacy and its importance in the modern
world. The discussion covered how digital skills help in accessing information, services, and
opportunities efficiently.
• Awareness of Digital Devices:
Basic information was provided about commonly used digital devices such as laptops,
smartphones, and computers. Participants were shown how these devices are used in
daily activities.
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To Skill rural population
• Understanding Digital Applications:
Participants were made aware of simple digital applications such as messaging platforms,
basic internet usage, and online forms used for essential services.
• Benefits of Digital Inclusion:
The session highlighted how digital knowledge can improve access to education,
healthcare services, financial transactions, and government schemes.
• Interactive Discussion:
Participants were encouraged to ask questions and share their experiences or challenges
related to technology usage, making the session more engaging and informative.
2.2 Learnings from the activity:
• We understood the importance of creating digital awareness as a foundation before
providing technical training.
• The activity helped us recognize the digital gap between urban and rural communities.
• We learned how simple explanations and demonstrations can improve understanding
among first-time digital learners.
• The session enhanced our communication and teaching skills while interacting with
rural participants.
• The activity emphasized the role of engineering students in contributing to social
development through technology education.
Chapter 3 – Activity 2: Hands-on Training on Basic
Computer Usage
The second activity focused on providing hands-on training on basic computer usage
for rural participants. After creating awareness about digital literacy, this session aimed
to help participants gain practical experience in using computers and laptops. Many
participants had limited or no prior exposure to digital devices, making hands-on
training essential for building confidence and understanding.
The activity emphasized learning through direct interaction with laptops, where participants were
guided step-by-step in performing basic computer operations. Engineering students provided
one-to-one assistance, ensuring that each participant could follow the instructions comfortably
and practice independently.
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To Skill rural population
3.1 Detailed Process Explained
• Introduction to Computer Hardware:
Participants were introduced to basic computer components such as the keyboard,
mouse/trackpad, screen, and power buttons. Their functions and usage were explained in
a simple and understandable manner.
• Basic System Operations:
Participants were guided on switching the laptop on and off, understanding the desktop
interface, using the mouse or touchpad, and navigating basic menus.
• Keyboard and Mouse Practice:
Hands-on practice was provided to help participants become familiar with typing basic
text, using common keys, and handling the mouse or touchpad efficiently.
• Introduction to Basic Applications:
Simple applications such as text editors and basic file browsing were demonstrated.
Participants were shown how to open, close, and interact with basic programs.
• Guided Practice Sessions:
Participants were encouraged to perform tasks independently under supervision,
reinforcing learning through practice and repetition.
3.2 Learnings from the Activity
• We learned the importance of moisture reduction in preventing microbial growth and
increasing shelf life.
• The activity highlighted how temperature control directly affects texture, stability, and
overall product quality.
• We understood how improper cooling or storage could lead to spoilage, texture
degradation, or contamination.
• Observing preservation practices helped us relate theoretical concepts of food safety
and shelf-life management to real-world applications.
• The visit emphasized the role of hygiene and standard procedures in maintaining food
quality in traditional sweet production units.
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To Skill rural population
Chapter 4 – Activity 3: Demonstration of Online Services and
Applications
This activity focused on demonstrating the use of online services and digital
applications that are commonly required in daily life. The session aimed to familiarize
rural participants with essential online platforms and services, enabling them to
understand how digital tools can simplify access to information, services, and
opportunities. Many participants were unaware of the availability and benefits of online
services, making this demonstration an important step in digital empowerment.
Through live demonstrations and guided explanations, students showed how online
applications can be used for communication, accessing government services, digital
payments, and information retrieval. The activity emphasized practical understanding
and encouraged participants to actively observe and interact with the demonstrated
applications.
4.1 Online Services and Applications Demonstrated
• Introduction to Internet Usage:
Participants were introduced to basic internet concepts, including web browsing, search
engines, and accessing websites relevant to everyday needs.
• Demonstration of Government Online Services:
Students demonstrated the use of online government portals for services such as
accessing forms, checking scheme information, and viewing official updates.
• Digital Payment Applications:
Basic awareness was provided regarding digital payment platforms and their role in safe
and cashless transactions.
• Communication Applications:
Participants were shown how digital communication tools such as messaging and email
applications are used for information exchange and communication.
• Safe Usage and Awareness:
The importance of safe online practices, including avoiding fraud, protecting personal
information, and responsible internet usage, was explained during the session.
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To Skill rural population
4.2 Learnings from the Activity
• Online services help simplify access to government, financial, and informational
resources for rural communities.
• Demonstrating real-time applications improved participant understanding compared to
theoretical explanations.
• The activity highlighted the importance of digital awareness for inclusion in modern
service systems.
• Students understood how digital platforms can reduce dependency on intermediaries
and save time for rural users.
• The session emphasized the need for digital safety awareness while using online
services and applications
Chapter 5 – Activity 4: Packaging and Labeling Practices
This activity focused on providing practical guidance on performing simple digital
tasks that are commonly required in daily life. After gaining awareness of digital literacy
and basic computer usage, participants were guided to apply their knowledge in
completing real-time digital activities. The objective of this session was to strengthen
practical understanding and build confidence in independently using digital tools.
The activity emphasized step-by-step guidance, allowing participants to practice tasks
under supervision. Students provided continuous support to ensure that each participant
could complete the tasks correctly and comfortably.
5.1 Practical Digital Tasks Guided
• Basic Typing and Text Entry:
Participants were guided on typing simple text, using basic keyboard functions, and
correcting errors using editing tools.
• File Handling Operations:
Participants learned how to create, save, open, and close files and folders, helping them
understand basic file management.
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To Skill rural population
• Internet-Based Tasks:
Guidance was provided on performing simple online tasks such as searching for
information and navigating basic web pages.
• Application Usage Practice:
Participants practiced opening and using basic applications introduced earlier, reinforcing
learning through repetition.
• One-to-One Assistance:
Individual guidance was provided to address participant difficulties, ensuring effective
learning and confidence building.
5.2 Learnings from the Activity
• The activity helped participants apply digital knowledge through real-time practice.
• We learned how guided supervision improves accuracy and confidence among new
digital learners.
• The session highlighted the importance of practical exposure in skill development
programs.
• Observing participant progress reinforced the effectiveness of step-by-step teaching
methods.
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To Skill rural population
Chapter 6 - Documentation of activities
Digital Skill Training Session for Rural People
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To Skill rural population
Rural Digital Literacy Training Program
Chapter 7 – Conclusion
The Skill Development for Rural People activity conducted under the AICTE
Activity Point Programme significantly contributed to enhancing digital awareness
and basic technical skills among rural participants. The activity provided an effective
platform for engineering students to apply their academic knowledge in a real-world
social setting while addressing the digital divide in rural communities. Through
awareness sessions, hands-on training, and guided practice, participants were introduced
to essential digital tools and applications required in everyday life.
The activity helped participants gain confidence in using computers, understanding
online services, and performing basic digital tasks independently. It also highlighted the
importance of digital literacy in accessing government services, education,
communication, and financial platforms. Overall, the initiative proved to be highly
educational, impactful, and socially relevant, fostering both community development
and experiential learning for students.
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To Skill rural population
7.1 Overall impact
• Improved digital awareness among rural participants:
Through structured awareness sessions and demonstrations, rural individuals developed a
better understanding of digital literacy and its importance in modern society.
• Practical exposure to computer usage:
Hands-on training enabled participants to operate laptops, use basic applications, and
perform simple digital tasks, increasing their confidence and comfort with technology.
• Enhanced understanding of online services:
Participants were introduced to online platforms related to communication, government
services, and digital payments, helping them recognize the practical benefits of digital
inclusion.
• Strengthened student learning through community engagement:
Engineering students gained valuable experience in teaching, communication, and
problem-solving while interacting with rural participants in a real-world learning
environment.
• Increased awareness of digital safety and responsible usage:
The activity emphasized the importance of safe and responsible use of digital tools,
including awareness of online fraud and data protection.
• Personal and professional development:
Beyond technical learning, the activity helped students develop social responsibility,
leadership skills, patience, and confidence through direct community interaction and
service.
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